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STME TEACHERS COUEGE
INDIANA
PENNSYLVANIA
TEACHERS COUJEGE BULIHIN
OaALOGUE NUMBER
1941 .^ik. 1942
TEACHERS COLLEGE
BULLETIN
Volume 47 MAY, 1941 Number 2
STATE TEACHERS COLLEGE
INDIANA, PENNSYLVANIA
Catalogue Number
1941 - 1942
THIS COLLEGE IS ACCREDITED BY
THE AMERICAN ASSOCIATION
OF TEACHERS COLLEGES
Issued Quarterly in November, February. May and August by the
Trustees of the State Teachers College, Indiana, Pennsylvania.
Entered as second-class matter. June 30, 1913, at the Post Office
in Indiana, Pennsylvania, under Act of Congress, August 24, 1912
COLLEGE CALENDAR
1941 - 1942
SUMMER SESSIONS, 1941
The Six Weeks Session
Registration Monday, June 16
Classes Begin Tuesday, June 17
Entrance Examinations Tuesday, July 15
Session Ends Saturday, July 26
The Post Session
Session Begins Monday, July 28
Session Ends Saturday, Aug. l6
FIRST SEMESTER 1941-1942
Faculty Meeting Monday, Sept. 8
Final Date for Entrance Examinations Tuesday, Sept. 9
^Registration and Classification of all Freshmen Wednesday, Sept. 10
Registration and Classification of all Other Classes Thursday, Sept. 11
Classes Begin Friday, Sept. 12
Alumni Homecoming Saturday, Oct. 18
Thanksgiving Recess Begins Wednesday, 12M, Nov. 26
Thanksgiving Recess Ends Monday, 12M, Dec. 1
Christmas Recess Begins After last Class Saturday, Dec. 20
Christmas Recess Ends Monday, 12M, Jan. 5
First Semester Ends After last Class Saturday, Jan. 24
SECOND SEMESTER 1941-1942
Classes Begin Monday, Jan. 26
Easter Recess Begins Wednesday, 12M, Apr. 1
Easter Recess Ends Tuesday, 12M, Apr. 7
Second Semester Ends After last Class Friday, May 22
Alumni Day Saturday, May 23
Baccalaureate Sermon Sunday, May 24
Commencement Monday, May 25
Instructions for Freshman Week beginning' Monday, September S. will be mailed
to all new students on nr about September 1, 1941.
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF PUBLIC INSTRUCTION
Francis B. Haas, Superintendent oj Public Instruction
BUREAU OF TEACHER EDUCATION AND CERTIFICATION
Henry Klonower, Director
John K. Trayer Harry L. Kriner
Assistant Director Assistant Director
STATE COUNCIL OF EDUCATION
President and Chief Executive Officer, Francis B. Haas
Marcus Aaron Pittsburgh
W. Floyd Clinger Warren
Elsie M. Heckman Allentown
Donald L. Helfferich Lansdowne
Miles Horst Palmyra
Robert C. Shaw Camp Hill
G. Morris Smith Selinsgrove
Herbert J. Stockton Johnstown
John J. Sullivan Philadelphia
Clarence E. Ackley, Actini^ Secretary Harrisburg
BOARD OF TRUSTEES
Wallace C. Chapman, President Indiana
Harry F. Carson, Vice-President Saltsburg
Cyrus W. Davis, Secretary Conemaugh
Joseph B. Bell Windber
Mrs. Cora Myers Fee Indiana
John W. Neff Indiana
Mrs. Jennie St. Clair Reed Indiana
>X'iLLiAM M. Ruddock Indiana
John St. Clair, Treasurer oj the Board Indiana
ADMINISTRATIVE ORGANIZATION
OF THE COLLEGE
LeRoy a. King President
M. J. Walsh Dean of Inuruction
Ralph E. Heiges Aa/stJiit to the President and to the Dean of Instruction
Clinton M. File Assistant to the President and to the Bursar
J. M. Uhler Director of Student Teaching and Teacher Placement
John E. Davis Director, Laboratory School
W. M. Whitmyre Dean of Men
Paul H. Boyts Director of Personnel
Florence B. Kimball Dean of Women
Margaret I. Stitt Assistant Dean of Women
Harold L. Camp Director. Extension and Saturday Campus Classes
^X'ILLIAM Schuster Bursar
Mary L. Esch Registrar
Charles H. Butler Superintendent. Buildings and Grounds
W. Ward Eicher Mechanical Director
Mrs. Olive K. Folger Dietitian
Mrs. H. B. Daugherty Matron
Paul J. Woodring Treasurer, Cooperative Association
and Manager of the Book Store
Charles E. Rink Physician
Maude McDevitt Nurse
Esther E. Snell Nurse
6 Teachers College Bulletin
DIRECTORS OF DIVISIONS
Jane L. McGrath Elementary Education
Lillian I. McLean Assistant Director, Elementary Education
Ralph E. Heiges Secondary Education
DIRECTORS OF SPECIAL DEPARTMENTS
Orval Kipp Acting Director, Art
G. G. Hill Business Education
E. J. McLuCKiE Assistant Director. Business Education
A. Pauline Sanders Home Economics
Irving Cheyette Music Education
HEADS OF DEPARTMENTS
J. M. Uhler Education
Rhodes R. Stabley English
Edward W. Bieghler Foreign Languages
Lawrence C. Davis Geography
George P. Miller Health Education
Estella Slaven Library
Joy Mahachek Mathematics
Thomas Smyth Science
W. M. Whitmyre Social Studies
SPECIAL CLINICS
Guy Pratt Davis Director, Psycho-Educational Bureau
Ralph B. Beard Assistant Director, Psycho-Educational Bureau
Margaret I. Stitt Speech Clinic
Indiana Catalogue Number
THE FACULTY
LeRoy a. King President
B.S., A.M., Columbia University; Ph.D., University of Pennsylvania
Esther H. Alden fiome Economics
B.S., Columbia University; A.M., University of Pennsylvania
Lois Anderson Co-operative Supervising Teacher
A.B., Muskingum College; B.S., State Teachers College, Indiana, Pennsylvania;
Ed.M., University of Pittsburgh
Florence C. Arntz Business Education
A.B., Goucher College; A.M., Columbia University
Nelle Wrenn Ayers Laboratory School
A.B., Iowa State Teachers College; A.M., Columbia University
Ralph B. Beard Education
B.S., Bucknell University; A.M., Columbia University
Lola A. Beelar Music Education
B.S., Columbia University; A.M., University of Pittsburgh
Ethel A. Belden Social Studies
B.S., A.M., Columbia University; M.S., Temple University
Edward W. Bieghler Foreign Languages
B.A., M.A., University of Oregon; Ph.D., Ohio State University
Aagot M. K. Borge .M«j/V Education
B.M., A.M., University of Wisconsin
Bonnie K. Bowen Co-operative Supervising Teacher
A.B., University of Pittsburgh; A.M., Columbia University
Paul H. Boyts Geography
A.B., A.M., University of Michigan
Ruth V. Brenneman Chemistry
Ph.B., University of Chicago; A.M., Columbia University
Inez Buchanan Laboratory School
B.S., A.M., Columbia University
Harold L. Camp Education
A.B., Grinnell College; AM.. Cornell University; Ph.D., State University of
Iowa
Tobias O. Chew Education
B.S., M.S., Adrian College; A.M., University of Pittsburgh
Teachers College Bulletin
Irving Cheyette Director of Music Education Depcirtment
B.S., A.M., Ed.D., Columbia University
Ethel Coughlin Laboratory School
B.S., State Teachers College, Indiana, Pennsylvania;
Ed.M., University of Pittsburgh
Guv P. Davis Education
B.S., Columbia University; Ed.M., Ed.D., Harvard University
John E. Davis Director of Laboratory School
A.B., Pennsylvania State College; A.M., University of Pittsburgh
Lawrence C. Davis Geography
A.B., North Dakota State Teachers College; M.S., University of Chicago
Kathryn R. Denniston Home Economics
B.S., Cornell University; M.S., State College of Washington
Be.atty H. Dimit Chemistry
B.S., Pennsylvania State College; M.S., University of Michigan;
Ph.D., Columbia University
Albert E. Drum heller Business Education
B.S., State Teachers College, Indiana, Pennsylvania;
Ed.M., University of Pittsburgh
Mary Elizabeth Dunlap Music Education
B.S., Winthrop College
Helen F. Egleston English
A.B., University of Montana; A.M., University of Pittsburgh
James E. Eicher Education
B.S., A.M., Ph.D., University of Pittsburgh
Lena Ellenberger Health and Physical Education
B.S., State Teachers College, Emporia, Kansas; A.M., Columbia University
Wilber Emmert Visual Education
A.B., Peru State Teachers College; A.M., University of Chicago
C. Kermit Ewing Art
B.A., M.A., Carnegie Institute of Technology
Ethel L. Farrell Business Education
B.S., Valparaiso University; A.M., University of Chicago
Clinton M. File Business Education
B.S., James Millikin University; A.M., University of Chicago;
Ed.D., New York University
Alma Munson Gasslander Art
Ph.B., Hamline University; A.M., Columbia University
Indiana Catalogue Number
Marii; CoRBnTT Graham Laboratory School
A.B., Michigan State Normal College; A.M., University of Pittsburgh
Amy Gray Lcihorutory School
B.S., Columbia University; Md.M., University of Pittsburgh
KATurRiNF r.. Grufith Health and Physical Education
B.S., M.S., University of Pennsylvania
Malinda Hambi.f.n Health and Physical Education
A.B., Cornell University; A.M., New '^'ork University
Mary Hart Laboratory School
B.S., University of Pittsburgh; A.M., Columbia University
Margaret Hartsock Co-operative Superriiinf^ Teacher
B.S., State Teachers College, ^X'arrensburg, Missouri;
A.M., Columbia University
Ralph E. Heiges Social Studies
A.B., Ursinus College; A.M., Ph.D., Columbia University
Myrtle L. Hesse Co-operatire Supervising Teacher
B.S., Ohio University; A.M., Columbia University
G. G. Hill Director of Business Education Department
A.B., Western Maryland College; M.C.Ed., Susquehanna University;
A.M., University of Pittsburgh
Thomas J. Hughes Music Education
B.S., New York University
Merrill B. Iams Biology
B.S., Allegheny College; A.M., Columbia University
C. M. Johnson Social Studies
A.B., Muskingum College; A.M., University of Chicago
Carleton C. Jones English
B.S., Bowling Green State University; A.M., University of Michigan
Florence B. Kimball Dean of Women
A.B., Hood College; A.M., Columbia University
Norman King Co-operative Supervising Teacher
B.S., M.Ed., University of Pittsburgh
Orval Kipp Acting Director of Art Department
A.B., Carnegie Institute of Technology; A.M., Columbia University
Ruth Kno>x'les English
A.B., Vi'estern State Teachers College, Kalamazoo, Michigan;
A.M., Columbia University
Irene Loy Kough Laboratory School
B.S., New York University; A.M., Columbia University
10 Teachers College Bulletin
Kate Lacy Arf
B.S., A.M., Columbia University
Thelma E. Lappen Home Economics
A. A., Stephens College; B.S., Central Missouri State Teachers College;
M.S., Iowa State College
Lucille J. Little field Assistant Librarian
B.S., Simmons College; M.S., Columbia University, School of Library Service
Margaret Jane Lowman Co-operative Elementary Supervisor
B.S., University of Pittsburgh; A.M., New York University
Mary R. Lowman Music Education
B.S., A.M., New York University
Maude McDevitt, R.N. Nurse
Kane Summit Hospital
Jane L. McGrath Education
B.S., Columbia University; A.M., Chicago L'niversity
Helen McLean Laboratory School
B.S., A.M., Columbia University
Lillian L McLean Education
B.S., Kansas State Teachers College; A.M., Columbia University
E. J. McLuCKiE Business Education
B.S., A.M., University of Pittsburgh; C.P.A. (Pennsylvania)
Louise Anderson Macdonald English
A.B., Iowa State Teachers College; A.M., University of Iowa
Joy Mahachek Mathematics
A.B., Iowa State Teachers College; A.M., Columbia University
Irma Bartholomew Marlin Music Education
Angie Marshall Co-operative Supervising Teacher
B.S., A.M., University of Pittsburgh
Helen C. Merriman Home Economics
B.S., Purdue University; A.M., Columbia University
George P. Miller Health and Physical Education
B.S., A.M., Columbia University
M. Lincoln Miller Laboratory School
B.S., Bradley Polytechnic Institute; A.M., University of Pittsburgh
"Wilda Lea Montgomery Extension Courses
A.B., West Virginia University; A.M., Ed.D., University of Pittsburgh
M. Ella Moore Co-operative Supervising Teacher
B.S., Universit}' of Pittsburgh; A.M., Columbia University
Indiana Catalogue Number ii
Raciiiu. Moss Home Economics
B.S., University of Tennessee; M.S., Pennsylvania State College
Mary Hf.i.f.na Mui.downF'.y Music Edumtion
B.S., A.M., New York University
Dorothy Murdock Art
B.S., A.M., Columbia University
Carrie Belle Parks Norton Englith
A.B., Syracuse University; A.M., Columbia University
Kaihryn OToole Laboratory School
A.B., Iowa State Teachers College; A.M., Columbia University
OsiE Overman Co-operative Supervising Teacher
A.B., Indiana State Teachers College, Terre Haute, Indiana;
A.M., Columbia University
Ethyl Verna Oxley Home Economics
A.B., Iowa State Teachers College; A.M., Columbia University
Reba N. Perkins English
A.B., University of Illinois; A.M., Ph.D., University of Pittsburgh
Elfa M. Porter Laboratory School
A.©., Iowa State Teachers College; A.M., Iowa State University
Lillian Hazlett Price Co-operative Supervising Teacher
Earl Elwood Prugh Mathematics and Social Studies
B.S., Ohio Wesleyan University; A.M., Columbia University
Helen Clare Prutzman Music Education
M.B., Mills College; A.B., A.M., University of California
Mary I. Rankin Co-operative Supervising Teacher
B.S., A.M., University of Pittsburgh
Cleaves M. Reece Co-operative Supervising Teacher
B.S., State Teachers College, Indiana, Pennsylvania; A.M., Columbia University
Pearl R. Reed Music Education
James H. Rem ley Music Education
B.S., State Teachers College, Indiana, Pennsylvania;
A.M., New York University
Laura M. Remsberg Music Education
Ralph William Reynolds Art
A.B., Beloit College; A.M., University of Iowa
Florence Ridenour Assistant Librarian
A.B., Ohio Northern University; B.S. in L.S., Carnegie Institute of
Technology; A.M., Columbia University
Ruth N. Rink Co-operative Supervising Teacher
B.S., State Teachers College, Indiana, Pennsylvania;
A.M., Columbia University
12 Teachers College Bulletin
Paul A. Risheberger Educdtion
A.B., >X'ashington and Jefferson College; A.M., University of Pittsburgh
Helen Rose Home Economics
A.B., A.M., University of Kansas
Ralph S. Rowland Business Education
A.B., Cotner College; A.M., University of Nebraska
Mary Louella Russell Co-operative Elementary Supervisor
B.S., Ohio University; A.M., Columbia University
A. Pauline Sanders Director of Home Economics Department
B.S., Pennsylvania State College; A.M., Columbia University;
Ph.D., Pennsylvania State College
Leroy H. Schnell Mathematics
A.B., Albion College; A.M., University of Michigan
Mabel Shouse Business Education
B.S., South West Missouri State Teachers College;
A.M., New York University
Vera Simpson Laboratory School
Ph.B., University of Chicago; A.M., New York University
EsTELLA M. Slaven Librarian
A.B., University of Minnesota; B.S. in L.S., Carnegie Institute of
Technology; A.M., Columbia University
Thomas Smyth Biology
B.S., Virginia Polytechnic Institute; A.M., Ph.D., Cornell University
Esther E. Snell Health and Physical Education. Nurse
B.S., R.N., Ohio State University; M.S., University of Michigan
Dwight Sollberger Biology
B.S., State Teachers College, Slippery Rock, Pennsylvania;
Ph.D., Cornell University
Edna Lee Sprowls English
B.L.I., Emerson College
Rhodes R. Stabley English
A.B., Lebanon Valley College; A.M., Columbia University;
Ph.D., University of Pennsylvania
Mary Alice St. Clair Co-operative Supervising Teacher
B.S., State Teachers College, Indiana, Pennsylvania
Lawrence Stitt Music Education
B.S., A.M., New York University
Margaret I. Stitt Assistant Dean of Women, Speech
A.B., Muskingum College; A.M., Columbia University
Harold W. Thomas Business Education
B.S., Grove City College; M.S., University of Pittsburgh
Ruth I. Thomas Co-operative Supervising Teacher
B.S., University of Wisconsin; A.M., Columbia University
Indiana Cataloguf. Numbi-r 13
Anna J. Thompson Co-operaiive Su[>crvising Teacher
B.S., University of Pittsbui.uli ; A.M., Clolumbia University
Robert W. Timmons ILJih and Phyucil FJui.uion
B.S., M.Hd., University ot Pitt.sburgh
Fred W. Tracy Phyucs
A.B., Ohio Northern University; A.M., Ohio State University
Joseph M. Uhler Education
A.B., A.M., lid.D., University of Pittsburgh
Florence Wallace ^'''"'"/ Studies
A.B., Wellesley Colle.ye; A.M., Columbia University
M. J. Walsh ■ • • Dean of Instruction
A.B., University of Michigan; A.M., Columbia University;
Pd.D., Westminster College; Litt.D., St. Francis College
Robert Franklin Webb Business Education
B.C.S., Bowling Green Business University;
A.B., Bowling Green College of Commerce
W. M. Whitmyre Dean of Men. Social Studies
A.B., Syracuse llniversity; A.M., Harvard University
Lyle O. Willhite Business Education
B.S., Bowling Green State University; M.B.A., Ohio State University
Marion ^X'ILLS Home Economics
B.S., M.S., Ohio State University
Sylva Wixson Home Economics
B.S., Michigan State College; A.M., Columbia University
Martha E. Zimmerman Co-operative Supervising Teacher
B.S., State Teachers College, Indiana, Pennsylvania;
A.M., Columbia University
Norah E. Zink Geography
B.S., University of Utah; A.M., Columbia University;
Ph.D., University of Chicago
CO-OPERATIVE SUPERVISING TEACHERS
Mrs. Gertrude Q. Brubaker . . . Portage Helen Hinchman Johnstown
Laura Buterbaugh Indian.i Marguerite Hinchman Johnstown
Harry Canfield Indian.i Catherine Hindman . . . Penn Township
Alice Clements Indiana Robert Litzinger Indiana
Dorothy Curran Penn Township Mabel Munroe Punxsutawney
Olive Ecelbarger Dayton Mrs. Ruth Royer Elders Ridge
Mrs. Anna Dixon Fisher Clymer D. Paul Smay Indiana
Mrs. Noribel Z. Geesey .... Blairsville James Stoner Indiana
Marcella Gregory Latrobe Agnes Tompkins Blairsville
Leola Hayes Barnesboro Emily Vosburgh Latrobe
George VC'est Barnesboro
14 Teachers College Bulletin
THE COLLEGE
The State Teachers College at Indiana is a state-owned and state-
controlled institution devoted exclusively to the preparation of teachers
for the public schools of Pennsylvania. All curricula are four years in
length, and all lead to the degree of Bachelor of Science in Education
and the Provisional College Certificate in the appropriate field. The
following curricula are offered:
An Elementary Curriculum designed primarily to prepare for teaching
in the kindergarten and in grades one to six.
A Secondary Curriculum designed primarily to pi'epare teachers for
teaching in junior and senior high schools.
An Art Curriculum designed pi'imarily to prepare teachers and super-
vistors of art in public schools.
A Business Education Curriculum designed primarily to prepare for
teaching commercial subjects in public schools.
A Home Economics Curriculum designed primarily to prepare for teach-
ing home economics in public schools.
A Music Education Curriculum designed primarily to prepare teachers
and supervisors of public school music.
HISTORY
A bill was introduced and passed by the General Assembly in the
legislative session of 1871, in conformity to the Normal School Act of
1857, permitting the establishment of a State Normal School in the ninth
Normal School District, and Indiana was decided upon as the site. The
original building was completed and first opened for students on May 17,
1875. This building, named John Sutton Hall in honor of the first pi-esi-
dent of the Board of Trustees, is still in use and is in excellent condition.
The steady growth of the school has caused a continuous expansion in its
building program. No college in the state can boast of an educational
plant, including campus, buildings, and equipment, in better physical
condition than that at Indiana.
In Apiil, 1920, entire control and ownership of the school passed to
the Commonwealth of Pennsylvania. In May, 1927, by authority of the
General Assembly, the school became a college with the right to grant
degrees, and the name was changed to the State Teachers College at
Indiana, Pennsylvania.
Indiana Cai ai.o(,iii-, Num:,f.r 1^
LOCATION
Indiana Borpush, the county seat of Indiana County, is located in
the foothills of the Alleghenies at an elevation of about 1300 feet, an
ideal location for health and comfort. The town is noted for its cleanli-
ness and beauty. It is easily accessible by automobile, as it is located on
the Benjamin Franklin Highway and is connected with all leadin>^ hijjh-
ways of the state by excellent roads. It is served by three bus lines: the
Edwards, the Greyhound, and the Shortway, the last-named operating-
only between Indiana and Pittsburgh. Express baggage service operates
by rail into Indiana.
CAMPUS AND BUILDINGS
CAMPUS
The Campus comprises 34 acres of land, 23 of which are in the orig-
inal campus. In the center of the campus is a historic oak grove, about
which are grouped the main buildings, forming three sides of a quad-
rangle. The rest of the campus is beautified by a careful distribution of
shrubs, flowers, and vines artistically arranged. On streets bordering
the campus the College owns eighteen houses or "cottages", most of
which are occupied as dormitories by men and women students.
BUILDINGS
John Sutton Hall is the largest building. In addition to housing
more than five hundred women students, it contains the administrative
offices, post office, co-operative store, parlors and recreation rooms, the
President's apartment, and lounges for day students. The ground floor
contains an excellent laundry and ironing room, a shampoo room, and a
candy kitchen for the use of women students. The rooms located on this
floor in the North Wing have all been remodeled. Here the day students
have a library reading room, community rooms and lounges.
In a wing of John Sutton Hall is located the Infirmary which is
thoroughly equipped for all routine work. Two registered nurses are
always on duty. No medical service is provided, but physicians are easily
available for students requiring medical attention. Thirteen beds are
available in two wards, and there are two private rooms where i-esident
students may have three days' free hospitalization. A fee of $1 is
charged for each day after that. Commuting students are given free
dispensary service and may be admitted to the Infirmary for hospitaliza-
tion, for which a fee of $2 per day from the first day is charged. The
protection of student health both by caring for illnesses early in their
inception, and assisting students to establish scientific health habits is
the primary purpose of the health service at Indiana. All students are
16 Teach t-RS College Bulletin
given a complete medical examination at the time of entrance to the
College and medical inspections annually thex'eaftei-. Free dispensary
service is available to students in clinics conducted in the Infirmary and
in the Laboratory School.
Thomas Sutton Hall, erected in 1903, an addition to John Sutton
Hall, contains the kitchen, dining rooms, and dietitian's office on the first
floor, and the Music Education Department on the second and third
flooz's.
Clark Hall, named in honor of Justice Silas M. Clark, a member of
the Board of Trustees, was erected in 1906 on the site of a former build-
ing burned that year. It was used as a men's dormitory until 1924; since
that time it has served as a dormitory for women.
Wilson Hall has now become the College Library. This building
which formerly housed the first six grades of the Laboratory and Demon-
stration School, was erected in 1893 and was named for A. W. Wilson,
third president of the Board of Trustees.
The College Library in Wilson Hall has well-lighted, pleasant rooms
equipped with books and furnishings which pi'ovide a maximum of com-
fort for students engaged in serious study or recreational reading. Stack
rooms are located on the ground floor. The Periodical Reading Room,
which houses about 160 periodical subscriptions, the Reserve Room for
specially-assigned readings, the room housing curriculum materials and
the one containing the Historical Society's holdings occupy most of the
first floor. The second-floor rooms are devoted to literature, fine and
applied arts, the sciences, geography and the social studies.
The Library is open from 7:45 A.M. to 5:30 P.M. and from 7:00 P.M.
to 9:00 P.M. from Monday through Friday, from 7:45 A.M. to 5:00 P.M.
on Saturday, and from 2:30 P.M. to 5:00 P.M. Sundays. Hours may be
extended later. Residents of Indiana are invited to use the reading rooms
on Saturday and Sunday afternoons.
Leonard Hall, named for Jane E. Leonard, for many years precep-
tress of Indiana Normal School, was erected in 1903 as a recitation build-
ing. It contains laboratories, recitation rooms, and a cafeteria conducted
by the Home Economics Department.
The Gymnasium Building was completed in 1928. It contains two
gymnasiums, a fine swimming pool, and all the equipment that goes to
make up an efficient physical-education plant.
The Arts Building, completed in 1931, houses the Art, Business
Education, and Home Economics departments, one entire floor being
given to each department. This building, both in appearance and in
equipment for efficient work, is recognized as one of the finest educa-
tional buildings in the state.
Indiana Catalogue Number 11
The Auditorium, completed in 1939, has a seating capacity of 1000,
and a well-equipped stage large enough to accommodate a cast of 100
people. Its design facilitates the presentation of intimate drama to a
small group or of super-spectacles to capacity audiences. Light, air, and
sound may all be mechanically controlled by the directoi- of any pres-
entation.
The Laboratory and Demonstration School, completed in 1939, pro-
vides for a complete elementary and junior-high-school piogram. The
tenth year has been added to the junior high school, expanding it into a
four-year organization. The junior high school provides for courses in
the following fields: academic, commercial, home economics, and indus-
trial arts. Facilities are provided for physical education, a psychological
clinic, a health clinic, a speech clinic, a library, and music and art
studios. A fine demonstration room, with seats for 160 observers, is a
unique feature of the building.
The College Lodge plays an important part in the instructional and
recreational life of the school. Owned by students and faculty, the 100
acres of wooded hillside with its rustic lodge and three shelter houses,
not only offers opportunity for nature study by science and conservation
classes, but is in demand for picnics, meetings, and winter sports.
The Activities Cottage is a small house on Grant Street near Clark
Hall. It is comfortably furnished and has convenient kitchen facilities.
Small groups of 30 to 40 students use it frequently, both for formal and
informal group meetings.
18 Teachers College Bulletin
FEES, DEPOSITS, REPAYMENTS
CONTINGENT FEES
Contingent Fee for Regular Session. A contingent fee for each stu-
dent in each curriculum is charged as follows:
Half Semester
Elementary Curriculum $18.00
Secondary Curriculum 18.00
Art Curriculum 27.00
Business Education Curriculum 21.00
Home Economics Curriculum 36.00
*Music Education Curriculum 45.00
This fee covers registration and the keeping of records of students,
library, student welfare, health service (other than extra nurse and
quarantine), and laboratory facilities.
Students taking seven or jeiuer semester hours, whether in regular. Saturday
Campus, or extension classes pay at the rate of fire dollars per semester hour.
Students taking more than seven semester hours pay the regular con-
tingent fees; provided that the regular contingent fee for special cur-
riculums shall be pro-rated on the basis that the number of semester
hours taken is to eighteen semester hours.
Contingent Fee for Six-Weeks Summer Session. This fee for the
regular summer session is five dollars per semester hour. A minimum
contingent fee of fifteen dollars is charged.
Contingent Fee for Three-Weeks Post Summer Session. The con-
tingent fee for the post session is five dollars per semester hour.
Contingent Fee for Special Curricula. In addition to the above fee
for the summer sessions, students enrolled in the special curricula will
pay the following additional contingent fees:
Summer Post
Session Session
Art % 6.00 $ 3.00
Business Education 2.00 1.00
Home Economics 12.00 6.00
Music Education 18.00 9.00
* This fee includes private instruction for all work which may be assigned by the
Director or Adviser, but does not include fees listed under "Special Fees for Music
Students" on page 19
Indiana Catalogue Number 19
HOUSING FEE
Housing Fee for Students. The housing rate for students is $63.00
per one-half semester, and $42.00 for the Summer Session. This includes
room, meals, and limited laundry. For rooms with running water an
additional charge of $9.00 per student per semester, or $3.00 for the
Summer Session is made. No reduction in the rate is to be made for
laundry done at home or for absence of students who go home for a few
days at a time. A student may, at the discretion of the President of the
College, occupy a double room alone by paying an additional $36.00 per
semester, or $12.00 for the Summer Session.
STUDENT ACTIVITY FEE
An activity fee is collected from all students and administered
through the Student Co-operative Association under regulations ap-
proved by the Board of Trustees. This fee of $8.00 per semester covers
the cost of student activities in athletics, lectures, entertainments, stu-
dent publications, etc., and is payable in one sum for the semester at the
time of registration. For the regular Summer Session the fee is $2.50.
No activity fee is charged for the Post Summer Session or for Saturday
campus and extension classes.
LATE REGISTRATION FEE
Each student registering after the date officially set for registration
is required to pay an additional fee of $1.00 per day until the student is
in regular attendance (except when permission for late registration has
been secured in advance from the President because of illness or other
unavoidable causes), provided that the total amount of the Late Regis-
tration Fee shall not exceed $5.00. The same i-egulation shall apply to
approved inter-semester payments.
SPECIAL FEES
Tuition Fee. Students whose residence is out of the State are
charged an extra fee of $105.00 per semester, $35 00 per Summer Session,
and $17.50 for the Post Summer Session. Such students pay the contin-
gent and activity fee in addition to this tuition fee.
Special Fees for Private Instruction in Music. A charge of $24.00
per semester is made for one lesson per week in voice, piano, band or
orchestral instruments to persons not registered in the Music Depart-
ment. Members of the Music Department who wish additional private
instruction other than that assigned by the Director (and included in
their $45.00 contingent fee) pay the same rate for this extra private
instruction.
The fee for rental of piano, band, or orchestral insti-uments for one
period per day for practice is $6.00 per semester.
Damage Fee. Students are responsible for damages, breakage, loss,
or delayed return of college property.
20 Teachers College Bulletin
Infirmary Fee. After three days in the college infirmary the College
shall charge an additional dollar for each day. Day students who ai'e
admitted to the infirmary board at the rate of two dollars a day. This
charge includes the regular nurse and regular medical service but does
not include special nurse or special medical service.
Degree Fee. A fee of $5.00 to cover the cost of a diploma must be
paid by each candidate for a degree.
Transcript Fee. A fee of $1.00 is charged for the second and each
subsequent transcript of records.
In addition to the above fees the average student will require ap-
proximately $30.00 per semester for books, gymnasium costume, student
organization dues, etc.
DEPOSITS
Advance Registration Deposit. A deposit of $10.00 must be made by
all students when registration is requested. A check or money order for
this ten dollars must be drawn to the Commonwealth of Pennsylvania.
If a money order is used it must be payable at Harrisburg, Pennsylvania.
This is a guarantee of the intention of the student to enter college for
the term or semester designated. This money is deposited with the De-
partment of Revenue to the credit of the student's contingent fee. If,
however, the student notifies the College at least three weeks before the
opening of school that he is unable to enter, or if the student is rejected
by the College, repayment of this deposit may be made through the De-
partment of Revenue, on application by the student through the College
authorities. This repayment must be approved by the Board of Trustees
and by the Department of Revenue.
No fees or deposits other than those specified above will be charged.
Private Accounts. As a convenience to students, personal deposits
may be made in the Student Co-operative Bookstore and drawn against
by countercheck from time to time. A small fee will be charged for this
service.
REPAYMENTS
Repayments. No refunds will be made to students who are tempo-
rarily suspended, indefinitely suspended, dismissed, or who voluntarily
withdraw from College.
No return of any part of the advance registration deposit will be
made for any causes whatsoever, except (1) where students give notice
of intention to withdraw at least three weeks before the College opens,
or (2) when the student is rejected by the College. For personal illness,
if certified to by an attending physician, or for other reasons approved
by the Board of Trustees, the housing and contingent fees for that part
of the semester which the student does not spend in College will be re-
funded.
Indiana Catalociuf. Numbkr 21
TIME OF PAYMENT
Payment in full of all regular summer session fees June IG
Payment in full of all post-summer session fees July 28
Payment for the first half of first semester ^September 10-11
Payment for the second half of first semester November 5-10
Payment for first half of second semester January 18-24
Payment for second half of second semester March 2.'J-28
Payment for the entire semester may be made in September and
January if desired.
HOW TO PAY BILLS AND CHARGES
All bills, including^ contingent fee, housing' fee, extra room rent and
special department fees are payable at least nine weeks in advance.
Checks should be made payable to the Commonwealth of Pennsylvania.
If a money order is used it must be payable at Harrisburg', Pennsylvania.
Checks or money orders must be presented in the exact amount of the
account. Bookstore purchases are on a cash basis.
Students will not be permitted to enroll for any semester, until all
bills previously incurred have been paid; nor will credit be certified to
other institutions or to the Department of Public Instruction until all
overdue accounts have been paid.
Students desiring to leave school before the close of a semester must
report to the President and settle all unpaid accounts.
Meal tickets for visitors can be obtained in the office of the dietitian
or in the business office.
All checks must be made payable to the Commonwealth of Pennsyl-
vania, except for the activity fee, which should be made payable to the
Treasurer of the Student Co-operative Association.
22 Teachers College Bulletin
REQUIREMENTS
REQUIREMENTS FOR ADMISSION
The following: is a condensed statement of the requirements adopted
by the Board of Presidents of the State Teachers Colleges, May 13, 1932.
Five general bases for admissions were set up:
General Scholarship
Character and Personality
Health and Physical Vigor
English Fundamentals and Psychological Tests
A Personal Interview
Candidates for admission must satisfy these five general require-
ments in detail as outlined below:
General Scholarship as evidenced by graduation from an approved
four-year high school or institution of equivalent grade, or equivalent
preparation as determined by the Credentials Division of the Department
of Public Instruction.
1. Applicants ranking in the upper half of their graduating classes
in high school will be admitted on certificate without further evi-
dence of general scholarship.
2. Applicants who do not rank in the upper half of their graduating
classes may be admitted on probation provided:
a. They are recommended by their high-school principal as being
able to do creditable college work, and
b. Appraisal of the detailed high-school record indicates to ad-
mission authorities of the College that the candidate can do
satisfactory college woi'k, and
c. A rating satisfactory to the institution is made on a scholastic
aptitude test administered at the College. Applicants satisfac-
torily meeting requirements b and c above will be admitted on
probation. Such students will be required to withdraw from the
College unless they meet the required standard of schx)larship.
Integrity and appropriate personality as shown by an estimate by
secondary-school officials of the candidate's trustworthiness, initiative,
industry, social adaptability, personal appearance, and sympathy.
1. The estimate of the secondary-school official will be recorded by a
check mark in the appropriate column of a three-point rating
scale as follows:
Indiana Catalogue Number 23
Low
Middle
High
Trustworthiness | |
Initiative | |
Industry
1 1
Social Adaptability
1 1
Personal Appearance | |
Sympathy | |
2. This will be included as a part of the high-school record blank.
Health, physical vigor, emotional stability, absence of physical de-
fects that would interfere with the successful perfoimance of the duties
of a teacher, and absence of a predisposition toward ill health as deter-
mined by a medical examination at the College.
1. All applicants for admission shall present a certificate of exami-
nation signed by a physician legally qualified to practice medicine
in the Commonwealth of Pennsylvania. Forms for the examina-
tion will be furnished by the College. This medical examination
will be checked by the examining physician at the College, and
students may be required to undergo a complete re-examination.
2. Applicants may be rejected for the following reasons:
a. Incurable defects or diseases of the heart, lungs, kidneys,
digestive system, nervous system (including hysteria, epi-
lepsy, nervous instability), skin, organs of the special senses,
thyroid.
b. Defective vision of marked degree.
c. Permanently impaired hearing.
d. Marked speech defects.
e. Unsightly deformities.
f. Marked obesity.
3. (Students with remedial defects may be accepted on condition that
immediate treatments be undertaken for the removal of these
defects.
Normal intelligence and satisfactory command of English is expected
as evidenced by ratings in standard tests. The tests to be used will be
prescribed each year by the Board of Presidents and will be uniform for
all state teachers colleges.
A personal interview with particular attention to personality, speech
habits, social presence, expressed interests of the applicant, and promise
of professional development.
24 Teachers College Bulletin
1. The purpose of the personal interview is:
a. To give the examining committee of the College an opportu-
nity to select from the applicants for admission those persons
w^ho give promise of becoming desirable teachers, and
b. To check on the personal characteristics of the applicants who
are admitted as these appear in the interview.
2. The interview will be conducted at the College. Infoimation re-
garding the dates for interviews will be sent by the registrar
with all applications. Specific information regarding interviews
may be secured at any time by writing to the registrar.
Advanced Standing. The following regulations governing admission
with advanced standing were approved by the Board of Presidents of the
State Teachers Colleges, July 19, 1940:
1. Transfers from other institutions will not be accepted without
certificates of honorable dismissal.
2. Credit will be given for acceptable courses pursued in accredited
collegiate institutions in which the student has made a grade
above the lowest passing grade in the institution in which the
work was done. Where the grades are marked on a percentage
basis, work graded five per cent above the minimum passing
grade will be accepted.
3. All students who are candidates for a degree shall be required to
arrange a program of studies approved by the Dean of Instruc-
tion. Any student desiring to pursue any part of this program
at a diff'erent institution will be required to secure, in advance,
the approval of such courses from the Dean of Instruction.
No credit can be given for correspondence or extension work toward
limited certification unless such work was completed previous to Septem-
ber, 1926. Credit for extension work in certain subjects up to a total of
not to exceed 32 semester hours may be accepted toward the requirement
for a degx'ee. No correspondence work is accepted.
A student transferring from another college will be required to meet
the same requii*ements as any other applicant. No student may obtain a
certificate or degree without a minimum residence of one year in this.
College.
SCHOLASTIC REQUIREMENTS
Grades. The following grades are used in reporting the standing of
students at the end of each semester or summer term: A, excellent; B,
good; C, fair; D, passed; F, failed; I, incomplete.
A grade of F can be cleai-ed only by repeating the course in the reg-
ular way. The grade of I is used to record work which, so far as cover-
Indiana Cataloguk Numhkr 25
ed, is of passing grade, but which is incomplete because of personal ill-
ness or other unavoidable reason. It must be made up within two months
after the student returns to school.
Quality Points. Quality points are assigned as follows: Grade A, 3
quality points per semester hour; B, 2 quality points per semester hour;
C, 1 quality point per semester hour; D or F, no quality points.
To qualify for graduation or for recommendation for the State
Standard Limited Certificate, a student must have secured as many
quality points as the number of semester hours he has earned in this
school toward his degree or certification. Quality points aie not counted
on grades from other schools and a student transferring from another
school is held responsible for quality points only on work taken here.
Eligibility for Student Teaching. No student will be permitted to
do student teaching until each of the following requirements is satisfied:
1. The number of quality points must equal or exceed the number
of hours earned at Indiana. Students who have transferred from
other colleges must have completed at least the equivalent of one
semester at Indiana.
2. Candidates for the degree must have two semesters of work with
a C-average and no failures in these semesters. One such semes-
ter shall be required for those who are seeking the State Standard
Limited Certificate.
3. All required courses in English up to the teaching semester must
be completed. The applicant must have a C-average in all these
courses or he must have passed with a satisfactory I'ating a
standard test in English form and usage, given by the College.
Competency in English usage shall be demonstrated. Weakness
in English skills, as shown by low grades and test scores, should
be removed by repetition of courses, by regular attendance at
the English Laboratory, or by both of these remedies. Each stu-
dent is responsible for maintaining and improving his English
skills.
4. A C-average in all courses that are to be used for certification in
any particular field will be required.
Student teaching in the summer session is I'estricted to those who
have previous student teaching in this school or several years of actual
teaching experience. Application must be made well in advance.
REQUIREMENTS FOR GRADUATION
Every student entering the State Teachers College. Indiana. Penn-
sylvania, selects one of the six degree curricula offered at this College.
All curricula are definitely four years in length, and all lead to the de-
gree of Bachelor of Science in Education or in some specific field of edu-
cation and entitle the graduate to the Provisional College Certificate in
the appropriate field.
26 Teachers College Bulletin
Graduates of the special curricula, art, business education, home
economics, and music education, receive the degree of Bachelor of Science
in their pai'ticular field of education and the Provisional College Certifi-
cate with authority to teach and supervise the work in their special field.
These graduates are usually certified to teach at least one other field in
the junior and senior high school.
Graduates of the elementary cui'riculum receive the degree of
Bachelor of Science in Education and the Provisional College Certificate.
This certificate entitles the holder to teach for three years in the first
six grades of any public school and in grades seven and eight if these
are not organized as part of a junior high school. After three years of
successful teaching and the addition of six hours of approved college
courses, the certificate is changed to a Permanent College Certificate. A
certificate on which appears Kindergarten-Primary specialization entitles
the holder to teach in Kindergarten and Grades one, two, and three.
Graduates of the secondary curriculum receive the same degi'ee,
Bachelor of .Science in Education and the Provisional College Certificate,
which entitles the holder to teach in any junior or senior high school the
subjects written on the face of the certificate. Permanent certification is
secured on the completion of three years of successful teaching and the
completion of six semester hours of approved work.
At the meeting of the Board of Presidents of the State Teachers
Colleges on January 15, 1937, the following report of the Curricular
Eevision Committee was approved:
1. That each student shall present as a requirement for graduation
from the Secondary Curriculum at least two subject fields for
certification, one of which shall consist of not less than twenty-
four semester hours.
2. That all courses carried in any subject-matter field shall be
counted toward certification.
3. That the Board of Teachers College Presidents request the State
Council of Education to consider raising, as soon as possible, the
present eighteen-semester-hour certification requirement in every
subject-matter field to twenty-four semester hours.
In accordance with the above, a student must meet certification re-
quirements in two fields, in one of which he must have at least 24 semes-
ter hours and in the other at least 18 semester hours. Required courses
are included in the above, except that the course in "Fundamentals of
Speech" is not included in meeting the requirements for certification in
English.
Besides the degree curricula in the special fields of art, business
education, home economics, and music education, Indiana provides all
courses necessary for certification in the secondary fields of English,
French, geography, mathematics, science, social studies, Spanish, and
speech.
Indiana Cataloguf, Number 27
All persons who have conij)lt'!('(l Ihc work of the two-year Kindcr-
garten-Primaiy or Intermediate ("uniculuni as previously orp:anizc(l are
admitted to junior standing for a decree in the elementary or secondary
field provided they are graduates of an approved four-year hiprh school.
The exact number of hours credit granted will depend upon the curricu-
lum which the student has completed and the one in which he wishes to
secure his degree. Those who become candidates for the degree in the
elementary field will secure two full years' credit, but those who transfer
to the secondary field will lose some credit, usually from four to six
hours.
Graduates of any two-year curriculum can secure not more than two
full years' credit, (M semester hours, towards the degree for such grad-
uation.
Former graduates of a two- or three-year curriculum at the State
Teachers College, Indiana, Pennsylvania, who become candidates for a
degree from this school mvist do at least one-half of the work required
beyond previous graduation or certification at Indiana. An amount up to
one-half the required work may be transferred from other accredited
schools provided the courses pursued are the same or equivalent to
courses given here and provided that all grades be above D or the equiva-
lent. Not to exceed 25% of the number of semester hours of credit
needed for a four-year curriculum may be taken in extension classes.
Saturday campus classes are credited as residence woik and not as ex-
tension. Correspondence courses are not accepted.
REQUIREMENTS FOR CERTIFICATION
State Standard Limited Certificates. The State Standard Limited
Certificate, heretofore given to those who completed three years of work
on an elementary-degree curriculum, has been discontinued for all who
entered after February 1, 1939. The regulations regarding certification
in the elementary field may be summarized as follows:
1. Students who entered before January 1, 1937, may still secure
the iState Standard Limited Certificate on satisfactory completion
of two years' w^ork including the special requirements for certi-
fication.
2. Students \vho entered between January 1, 1937, and February 1,
1939, may secure the State Standard Limited Certificate on the
satisfactory completion of three years' work including the special
requirements for certification.
3. Students who entered after February 1. 1939, cannot secure any
type of certification until they have completed the full require-
ments for the degree. They will then receive the Provisional
College Certificate granted to all graduates.
28 Teachers College Bulletin
Renewal of State Standard Limited Certificate. (From
Department of Public Instruction Bulletin, Sept. 1, 1938)
1. The twelve semester hours required for the renewal of the state
standard limited certificate are to be earned during each renewal
period of three years, whether the certificate has been used for
teaching: purposes or not. This is the minimum rate by which the
holder of a state standard limited certificate may move toward
the completion of an elementary degree curriculum.
2. The responsible off"icial of the college, from which the holder of
the certificate expects to secure a degree, should certify on the
transcript — or otherwise — that the twelve semester hours sub-
mitted to the Department of Public Instruction will be accepted
by the institution as additional work toward the completion of the
elementary-degree curriculum.
Students will note paiticularly that work for the renewal of the
certificate must be approved toward a degree in the eletnentary field. This
renewal work should be taken in the school from which the student ex-
pects to secure his degree. If taken at another college, approval of the
courses must first be secured in advance from the Dean of Instruction of
the college from which the student expects to secure his degree.
Provisional College Certificates. The Provisional College Certificate
is issued to any graduate and entitles him to teach the subjects indicated
on the face of the certificate for a period of three years. Three years of
successful teaching and the completion of six semester hours of addi-
tional approved training enables the holder to receive the Permanent
College Certificate. This is a life certificate to teach the subjects in his
field in any public school in the state. The six required hours must in-
clude two or three hours in education and the remainder in a field in
which the candidate is already certificated.
In order to add a subject to a ceitificate in the secondary field cre-
dentials showing the satisfactory completion of eighteen semester hours
of approved preparation in that subject must be presented.
The holder of a college certificate in the secondary field or in one of
the special fields who wishes to secure certification in the elementary
field must secure thirty semester hours of approved training in work
definitely organized for the preparation of elementary school teachers,
including at least six semester hours of student teaching in the elemen-
tary field. This preparation must be in addition to the requirements for
the degree. This means that courses used to meet the degree require-
ments in the secondary or special field cannot be used again to apply on
certification in the elementary field.
The holder of a college certificate in the elementary field may be
certificated for teaching in the secondary field by adding thirty hours in
secondary education, including six hours' student teaching in the second-
ary grades, and securing eighteen hours of approved credit in a major
field or in each of several major fields of secondary education.
Indiana Catalogue Number 29
GENERAL INFORMATION
SUGGESTIONS FOR ENTERIN(; STUDENTS
Preliminary. The ))rospictivL' student should send for an application
blank for entrance into the College. This l)lank should ho propeidy filled
out and returned with the i-oom reservation deposit of ten dollars. Rooms
are assigned in the order in which applications are received and as nearly
in accordance with students' pieferences as possible.
Entrance Tests. The entrance examinations for applicants who were
in the lower half of theii- ft'raduating- classes will be held on Tuesday,
July 15, from 10:30 A.M. to 12:00 M., and from 1:00 P.M. to 2:00 P.M.
Every applicant who ranked in the lower half of his class should make
application in time to take the examination on that date. Another exami-
nation for those who did not apply before the July date will be given on
Tuesday, .September 9, from 1:15 P.M. to 3:45 P.M., but the chances for
admission will be greatly decreased if students wait until that time. This
test must be taken also by all students whose high-school transcripts
have not been received.
Room Assignments. All entering boarding' students are requii'ed to
pay ten dollars in advance for the reservation of a room. This deposit is
due when the application and personal I'ecord are filed. These blanks will
be sent on request to any prospective student. The deposit is credited on
the following semester's contingent fee. Students are not permitted to
room alone except as indicated on page 19.
Advance reservation deposits may be returned to students, provided
three weeks before the opening of the semester they notify the College
of their intention not to attend, and provided the request for a refund
is approved by the Board of Trustees and the Department of Revenue.
See page 20.
The time between terms is very short for getting the dormitories
again in readiness for students. For this reason the residence halls are
not open until registration day and students will not be admitted to the
dormitories before that time.
Rooms are not held for students beyond the fi- st day of the semester
or term unless arrangements have previously been made.
Freshman Dormitory. In order to better orientate freshman women
a section of John Sutton Hall has been set aside as a Freshman Dormi-
tory. Special regulations are set up for freshmen, and counselors super-
vise their daily i-outine carefully, acquaint them with customs and tradi-
tions, and advise them as situations arise. It is hoped that this plan will
bring better adjustments to the problems of college life.
Student Supplies. All students who live in school dormitories and
men students who are assigned to I'ooms in private homes or in the cot-
tages must provide themselves with blankets, as the College and the
house mothers furnish only the linen and bedspreads. The students must
provide window curtains, soap, towels, needed toilet articles, etc.
30 Teachers College Bulletin
.Students must also furnish their own gymnasium attire. The Phys-
ical Education Department requires regulation gymnasium and pool
equipment, which can be purchased in the College bookstore at a saving
to students. The required costume for men costs about $3.00. The cost
for women is a little higher.
Baggage. All baggage is delivei'ed to the basement of John Sutton
Hall, and porters will transfer it directly to the students' rooms. Lug-
gage should be plainly marked with the student's name and, if the assign-
ment has been made, should also bear the room number. Students living
in school cottages should mai'k their baggage with the street address;
the College truck will deliver it to the rooming place.
Registration Day. All freshmen and other new students except
post-graduates will report for registration, classification, and other
activities, Monday, September 8. All other students will register
Thursday, September 11. On arriving at the College, students will be
given a mimeographed sheet of directions telling them in detail the pro-
cedure to be followed in being registered and programmed. In general
the following directions should be followed:
I. Boarding' Students:
a. Go to the library, fill out enrollment card, and pay your
fees.
b. Women, go to Recreation Hall where room assignment will
be given and your arrival checked. Keys will be given out in
the oifice of the Dean of Women. Men, go to the oflFice of
the Dean of Men.
c. Take all baggage checks to the College bookstore and pay
for delivery of the baggage.
d. Have your programs made by teachers assigned to particu-
lar groups. These teachers, the rooms in which programs
will be made, and the group assigned to each will be clearly
indicated on the sheet of directions.
e. Secure school materials at the College bookstore. No books
should be purchased until after the classes have met and a
correct list of necessary books has been made.
f. Students who are transferring fi'om other schools and who
have not had their credits evaluated see the Dean of In-
struction.
II. Day .Students:
Follow the procedure given above, omitting b and c.
The Handbook. The Student Council publishes a handbook which is
given to entering students. This handbook contains information concern-
ing the school set-up and routine and is a great help to new students.
Indiana Catalogue Number 31
BOARDING STUDENTS
The State Teachers College at Indiana is primarily a dormitory
school. It admits as day students only those who live with parents or
near relatives. Women students live in the dormitoiies and cottap:es
under faculty supervision. Men students room in school cottages, in
fraternity houses, or in private homes approved by the college. All
boarding students take their meals in the college dining room.
Vacation and Guest Charges. Students remaining at the school dur-
ing Thanksgiving, Christmas, Easter, or summer vacation will be charged
at the transient rates. ^Students and teachers are responsible for meals
of their guests at current transient rates. The transient rate for meals
is as follows: breakfast, 40 cents; lunch, 40 cents; dinner, 50 cents.
Fire Precautions. Students are not permitted to use or to have
stoves, electric irons, heaters or cookers, or other equipment for produc-
ing fire or heat in their rooms. Such equipment is prohibited by fire
regulations and will be removed and confiscated by the fire inspector.
Smoking in dormitory rooms is absolutely forbidden, due to the fire
hazard. Radios are permitted, but must be installed by the school elec-
trician. Extension cords and double sockets ai'e not allowed.
Laundry. The laundry of all boarding students, to the extent of ten
plain pieces per week, plus towels and napkins, is done in the college
laundry. All pieces sent to the laundry must be plainly marked with the
owner's name either written in indelible ink or by sewed-on name tapes.
Cash's name tapes may be ordered in department stores or tapes may be
ordered from the Sterling Name Tape, Winsted, Conn., at a nominal
charge.
An excellent laundry and ironing room with modern equipment is
maintained on the ground floor of John Sutton Hall for the free use of
women students.
Room Assignments. Up to May 1st those students who have paid
the room reservation deposit of $10.00 will have rooms assigned to them
as follows: If they desire to keep the rooms they have, these rooms are
assigned to them, unless for some reason it is felt wise or necessary to
withdraw students from said room. At a meeting as soon after May 1st
as possible the remaining rooms are put up in order of desirability. If
two or more groups of women students desire the same room, the groups
draw lots for it. This process continues until all women in school are
assigned to I'ooms for the following year. Only students who have paid
the room-reservation deposit may reserve a room for the following year.
Otherwise, their assignment to a room is cancelled, and they take their
place on the list of entering students.
Dormitory Life. General supervision of the personal and social wel-
fare of women students is exercised by the Dean of Women and hall
teachers. Student body, faculty, and administration co-operate to main-
32 Teachers College Bulletin
tain high standards of social life and conduct. Restrictions which are
put upon the freedom of students are felt to be necessary for successful
study and livinj? conditions and for the well-being of the group.
Enrollment in the College implies an agieement on the part of each
student to comply with the customs of the College and to obey the regu-
lations. Participation in government is vested in the Resident Women's
League, of which all resident women are automatically members. Repre-
sentatives from each hall and cottage make up the Leagvie Council, which
serves as a clearing house for discussing difficulties and making recom-
mendations concerning dormitory problems. The college handbook, given
to entering students, contains detailed information.
Women students are under College jurisdiction from the time of
arrival in Indiana in (September until they leave in May, with the follow-
ing exceptions: Thanksgiving, Christmas, and spring- vacations, and at
all other times after they reach their homes.
For going home week-ends, first- and second-year students must
have either permission sent from home for each visit, or a form card on
file covering any week-end. All women are expected to register when
off campus for evenings and week-ends, and to cancel such registrations
when they return. For first- and second-year students, week-ends spent
elsewhere than home must be with parental approval and college consent.
A permit from parents to ride in automobiles must be filed in the office
of the Dean of Women. This applies to all women students. The College
reserves the right to withhold privileges whenever it is for the best in-
terest of the College or of the student concerned.
Guests. Persons calling on students must be appi-oved by the Dean
of Women. In no case can visitors be allowed to interfere with college
duties, and for this reason visits should be made during week-ends only.
Any student entertaining a visitor in college buildings over night
must register the visitor with the Dean of Women, have her approval,
and notify the hall teacher that a guest is present. This privilege applies
only to visitors of school age and should be used only on Saturday night
when it is possible to use the bed of someone away for the week-end.
Day students are not permitted to stay in the dormitory over night.
Guests are under the same regulations as students, and the hostess is re-
sponsible for her guest. All meals are paid for at current transient rates.
Students may accompany mothers or near relatives to a hotel for
meals or for the night if arrangements are made in advance with the
Dean of Women.
On Sundays, mothers are permitted to visit students in rooms from
10:00 to 12:00 A.M. and 2:00 to 5:30 P.M. At all other times, guests are
received in parlors on the first floor. Buildings are closed to guests at
10:00 P.M.
Indiana Catalogue Numbek 33
Visits. Success (Icinaiuls conccnti'atioii of LhoUKht. This is prevented
by frequent visits at home or elsewhere, and usually time thus spent
greatly hindeis the progress of the student. The student must decide
between sacrificing his school wori< and limiting the number of his visits.
It is strongly advised that students do not go home oftener than once a
month.
DAY STUDENTS
Students whose homes are not in Indiana and who desire to live with
relatives in Indiana as day students must have the approval of the Presi-
dent in advance of registration. Under no circumstances are students
permitted to room or board with private families, not immediate rela-
tives. Violation of this regulation will result in loss of credit for work.
Accommodations for day students are provided on the ground floor
of John Sutton Hall and consist of a large women's lounge attractively
furnished, a dining room, and a lounge for men. There is also a quiet
room equipped for sleep during the day. Additional library facilities
recently made available provide pleasant study conditions for non-resi-
dent students, and racks and shelves in lounges offer space for wraps
and books. Students through their House Committee assume responsi-
bility for care and use of rooms set aside for them.
SELF HELP. LOAN FUND, AND SCHOLARSHIPS
National Youth Administration. During the last five years Indiana^
in common with other colleges, has had available under the N.Y.A.,
through the federal aids to education, considerable opportunity for stu-
dents to secure work that would aid in paying their expenses. Whether
this aid will be extended for the coming year is not known. If it is, there
will be open to a number of worthy students, who otherwise could not
attend school, an opportunity to earn part of their expenses. If the fed-
eral aid is not continued, there will be very few opportunities for students
at Indiana to secure work that will aid in paying their expenses. The
few part-time positions that are available are usually filled by students
who have been here two or three years.
Student Employment Bureau. Through this office, deserving men
students may secure work which enables them to earn money which will
help them to carry on their education at Indiana. The rate of pay, except
for work requiring special skills, is the same as that paid N.Y.A. workers.
Work. A few students are permitted to work in private families for
their i-oom and board. Arrangements for such students should be made
with the Dean of Women prior to registration.
Loan Fund. The Jane E. Leonard Memorial Loan Fund was begun
several years ago and has been built up largely through the work of
faculty and students. Dui'ing the last few years most of the alumni units
have come to the aid of the fund, and some have made very liberal contri-
34 Teachers College Bulletin
butions. The available loan value has now reached about sixteen thousand
dollars. The governing board in charge of granting loans consists of the
Dean of Instruction, the Dean of Men, the Dean of Women, and an alumni
member. The plan in operation provides for the granting of loans to-
juniors and seniors, with interest at two per cent, payable at maturity
of loan, with the regulation that not more than |100.00 be loaned to a
student during one semester and that the maximum sum loaned to any
student shall not exceed $200.00.
State Scholarships. Holders of State Scholarships may attend State
Teachers Colleges and use the scholarship award toward meeting their
expenses.
ADVISORY SYSTEM
A carefully worked-out advisory system is in use at Indiana. Every
student is assigned to a faculty adviser in his major department, who
assists the student in keeping a check on his work and advises him in
regard to his program, his outside activities, his scholarship, and other
matters. Two or three times each semester a report is made to each
adviser concerning the students in his group who are doing poor work.
GRADE REPORTS
As soon as possible after the close of each semester a full report of
the previous semester's work is given every student on a record cai'd
provided by the student. Reports of students' grades are not sent to
parents but are given directly to the students. It is assumed that stu-
dents who are sent to college are mature and trustworthy enough to re-
port correctly to their parents the facts in regard to their grades. If
they have not reached this stage of maturity and integrity, they would
seem to lack qualities highly desirable in prospective teachers.
GRADUATION
Commencement Exercises. One commencement is held each year at
the close of the second semester. Only those students who have com-
pleted all requirements, for graduation will be permitted to take part in
the commencement exercises. The regulation cap and gown sanctioned
by the Intercollegiate Bureau and Registry of Academic Costume are
worn by seniors upon the proper occasions.
Alumni. Since its organization the school has graduated over eleven
thousand students from its various curricula. Approximately twenty-two
hundred degrees have been granted since Indiana was made a college in
1927. The support of these alumni is an important factor in the consistent
growth of the College.
Alumni Association. The Alumni Association of the College is a
very active organization with branches in 38 counties of the state and
also in the neighboring states of New York and Ohio. At the annual
Indiana Catalogue Number 35
meeting in May, 193.'5, the constitution of the Alumni Association was
changed so that it is now organized on a representative basis, with the
local unit in each community sending its representatives to the meeting
of the executive council, which meets twice a year. In this way it is
hoped that every graduate may be brought into dose relationship with
the school through membership in an active local unit.
Of interest to all alumni is the publication of a new Directory, the
first since 1922. In addition to complete lists of graduates with their
addresses and occupations, this volume contains a history of Indiana and
a number of interesting tables presenting various kinds of data relative
to alumni groups. All alumni will be inte)ested, too, in the recently
initiated drive to raise money for the installation of a pipe organ in the
new Auditorium. An Alumni Office has also l>een equipped. Information
relative to the various activities of the alumni can be obtained by ad-
dressing the Alumni Office, State Teachers College, Indiana, Pennsyl-
vania.
PLACEMENT SERVICE
Placement. The services of the Placement Bureau are available to
all students of the College who receive certification. The directors of the
various departments take an active interest in the placement of their
graduates. Co-ordination of effort is secured through a central commit-
tee. The Bureau supplies credentials to employers who are seeking ap-
plicants for positions and serves as a center whei'e graduates may keep
their records up-to-date. Alumni are using the Bureau increasingly.
Teaching positions are not guaranteed by the College, but Indiana's
record of placement is one of the very best in Pennsylvania.
36 Teachers College Bulletin
THE SUMMER SESSIONS
The Summer School is an integral part of the year's work. Teachers
in service and students in regular attendance can secure in the summer
session six or nine hours' credit toward any certificate or toward gradu-
ation in any curriculum. High-school graduates who have not previously
attended college may attend summer school, but they are not encouraged
to do so. The courses are planned primarily for those who have had pre-
vious work, and an effort is made to meet all reasonable requests of
teachers who are working toward higher certification or toward gradu-
ation. The groups whose interests are kept particularly in mind in plan-
ning the work of the summer session are:
1. Holders of any type of limited certificate who are seeking stand-
ard certification or graduation.
2. Graduates of two- or three-year curricula who are working to-
ward degrees in their fields.
3. Holders of degrees who wish to secure the six hours required to
make the Provisional College Certificate permanent, or who wish
to secure additional certification.
4. Students in regular attendance who wish to secure additional
credit or who wish to make up failures or incompletes received
the previous year.
All courses given in the summer session require the same amount of
time and are granted the same credit as if taken during a regular semes-
ter. The Summer School Bulletin will be mailed to anyone desiring more
complete information regarding the courses to be offered.
Dates. The regular summer session will open on June 16 and close
on July 26. A post session of three weeks will open on July 28 and close
on August 16. It will thus be possible for a student to secure six semes-
ter hours' credit in the regular term and an additional three hours' credit
in the post session.
Indiana Catalocuf- NuM»nR 37
SATURDAY CAMPUS AND EXTENSION CLASSES
Saturday Campus and Extension Classes are offered for those who
are now teaching and wish to continue their education during the regular
school year. The contingent fee is $5.00 per semester hour of credit and
no activity fee is required. Not more than six semester-hours' credit can
be earned in one semester by one who is doing full-time teaching.
Saturday Campus Classes are held on the campus on Saturdays
(generally between 8:00 A.M. and 1:00 P.M.). Courses are arranged
according to the demand for them as indicated by teachers who are in-
terested. This is not extension work. It is credited as "residence" work.
Classes are scheduled to enable one to earn as much as six semester-
hours' credit each semester. Persons interested should write for a sched-
ule of courses.
Extension Classes. For those too far from Indiana to attend Satur-
day Campus Classes, arrangements may be made for one or more courses
by extension. Such courses may be offered at convenient centers when a
sufficient number of students agree to take the same one or more courses.
Teachers may earn as much as twenty-five per cent of the credit needed
for a four-year curriculum by taking courses in extension classes. If
there is demand for a certain course at any given place, a communication
should be sent to the Director of Saturday Campus and Extension
Classes.
^8 Teachers College Bulletin
STUDENT ORGANIZATIONS
AND ACTIVITIES
In ordei' that students may have opportunities to develop their own
avocational interests and desirable qualities of leadership, initiative, and
co-operation, the College sponsoi's a great variety of student organiza-
tions.
STUDENT PARTICIPATION IN SCHOOL GOVERNMENT
Student Council. The Student Council co-operates with the Adminis-
tration in the consideration of school problems which pertain to scholar-
ship, school life, community relationships, and professional development.
During the 1941-42 school year the Student Council will be formed in
accordance with recommendations made by a committee known as the
Student Participation Committee. This group, comprising both students
and faculty, has been working on problems connected with student par-
ticipation in school government for two years. In accordance with the
proposal of this group the Student Council will be composed of the four
class presidents and representatives from the different departments, the
resident students, the non-resident students, and the freshman class.
Student Co-operative Association. The student activity fee paid by
each student is used to finance the Student Co-operative Association. The
activities of this organization include the sponsoring of musical presenta-
tions, lectures, entertainments, and intramural and inter-collegiate ath-
letics. One of the large items of expenditure is for the operation of the
school bus. Frequent educational excursions are made to places of his-
torical interest; occasional trips are taken to Pittsburgh to see dramatic
presentations. Each student receives a copy of the college annual, "The
Oak", and the college newspaper, "The Indiana Penn". The College Book-
store, under the management of this association, sells supplies to stu-
dents and furnishes them books at a discount. Each Saturday evening,
when there is no special entertainment, an orchestra is provided for
dancing in Recreation Hall. During the past year the Student Co-opera-
tive Association furnished the funds for approximately thirty students
to attend student conferences at various points in Pennsylvania and other
states. Another new feature, also sponsored by this association, has been
the introduction of winter sports, including tobogganing and skiing.
Under the sponsorship of the Student Co-operative Association all-college
dances are held each Saturday evening. These dances entail no expense
for the student. In addition to these Saturday dances, students may
dance for an hour after dinner on Mondays and Wednesdays. At each of
these dances students and faculty act as hosts and hostesses. The finances
fef the Student Co-operative Association are administered by the Finance
Committee, composed of both students and faculty.
Indiana Catalogue Number 39
Resident Women's League. This organization, composed of all
■women boardinu- students, aids in directinjr the affairs of women students
who live in the dormitories or cottages.
Men's Student League. This group, made up of all the men students,
co-operates with the Administration in managing the affairs of men stu-
dents.
Non-Resident Student League. This organization promotes social
contacts and activities of non-resident students.
RELIGIOUS ORGANIZATIONS
Although the College is non-denominational, its authorities aim to
make it a place of positive religious influence. In an effort to promote
observance of Sunday, an evening vesper service is held, in which stu-
dents are invited to participate. They are urged to attend the churches
of their choice on Sunday and to be present at the weekly convocation
at which a part of the time is given over to non-sectarian devotional
activities. Through the Y.W.C.A. and the Y.M.C.A. students are afforded
other avenues for experience in Christian living. These take the form of
religious meetings, social functions, and opportunities for community
service. Exchange programs with other colleges; attendance at regional
conferences and the Eaglesmere summer convocations, and membership
in the World Student Christian Movement provide opportunities for
studying state, national, and world religious problems. In addition to
these activities, many groups of students affiliate with the various
churches in the community, thereby participating in the religious and
social life of othei's of their own belief. Another opportunity for religious
participation is given in a special non-sectarian Spiritual Life Program
•which extends over several days. Speakers and councilors from different
■denominations speak at convocations during this week and aid students
in individual and group conferences.
LEONARD LITERARY SOCIETY
The Leonard Literary .Society, the largest organization on the cam-
pus, is made up of both students and faculty. The Society has a rich
history in literary and dramatic activity dating from the personal in-
spiration of Jane E. Leonard, whose name it bears. The Society present-
ed two professional artists this year, James .Stewart and Jane Cowl,
and, in addition, three semi-professional performances by students in the
plays "What A Life" by Clifford Goldsmith, "Passing of the Third Floor
Back" by Jerome K. Jerome, and "Personal Appearance" by James Riley.
DEPARTMENTAL GROUPS
The Art Department sponsors the Art Club and the Tuesday Niglit
Art Activities to stimulate and direct the interest in art both within and
outside the Art Department.
40 Teachers College Bulletin
The Department of Business Education provides for members of its
department the Freshman Junior Chamber of Commerce and the Junior
Chamber of Commerce. These organizations serve social and develop-
mental purposes within the department.
The Departments of Elementary and Secondary Education both have
clubs to stimulate interest in their fields and unite students with common
interests.
The Enjaflish Department sponsors the American College Quill Club
to encourage creative literary activity; the Robinson Reading Choir for
those interested in choral reading; the Indiana Penn, a weekly news-
paper, and The Oak, which is the College yearbook.
The Geography Department sponsors the Alpha Omega Geographers,
a selected group of outstanding geography majors, which fui'thers pro-
fessional work and social contacts in the field, and the Travel Club, com-
posed of geography majors and other interested students, which holds no
regular meetings, but instead takes one or two trips a year. Last year
(1940-41) the Travel Club visited the Blue-Grass Region in Kentucky.
The Home Economics Department sponsors the Home Economics
Club which aims to develop leadership, responsibility, and resourceful-
ness, and to provide opportunity for participation in professional and
social activities. This local club is affiliated with the Pennsylvania State
Home Economics Association and the American Home Economics Asso-
ciation.
The Music Department sponsors a large variety of activities, some
required of music students, others elective. A few are open to all stu-
dents of the school interested in music. These groups are the Music Club,
College Choir, Concert Band, Lyric Choir, Marching Band, Men's Glee
Club, Orchestra, String Quartet, and Vesper Choir.
The Physical Education Department during the last several years
has enlarged its sports club program. At present, those students espe-
cially interested in a particular sport activity may band themselves to-
gether for the promotion of this sport. Under the direction of the Phys-
ical Education Department, in addition to the Red Cross Life-Saving
Club, Bicycle Club and the Rifle Club, are found the Women's Athletic
Association, which aims to promote interest and skill in sports, to develop
a well-rounded athletic program, and to foster recreation and good fel-
lowship; and the Women's Varsity I Club which organizes intramural
activities for girls and supplies sport managers for W.A.A. activities.
Other activities that lend themselves easily to club work are skiing,
tobogganing, archery, and roller skating.
The Science Department sponsors the Biology Club which attempts
to stimulate professional interest among the students through associa-
tien with each other in special problems, and to afford students an oppor-
tunity to follow special interests. The David C. Alter Scientific Society
stimulates research in the field of physical sciences; in the Out-of-Doors.
Indiana Catalogue Number 41
Club, students learn how to enjoy the natural environment; and the
Photography Club furthers interest in photoj^raphy throu).';h supervised
activities.
The Social Science Department sponsors the Inter-collegiate Confer-
ence on Government, which studies state and national problems and dis-
cusses these at a state meeting at Harrlsbuig; The International Rela-
tions Club, open only to iSocial Studies majors; and the Open Forum,
open to all students interested in discussing national and international
affairs.
CLASS ORGANIZATIONS
Each class — Freshman, Sophomore, Junior, Senior — has a class
oi'ganization, holds social and professional meetings, and sponsors one
formal dance every year.
FRATERNITIES
Honorary Fraternities. In 1928 a Chapter of Alpha Phi Gamma, a
national honorary journalistic fraternity, was established on the campus.
Its purpose is "to unite in a congenial group students who are interested
in the higher forms of journalism." Membership is open only to those
who have served on the staffs of college publications and who maintain
a high scholastic standing. The Beta Gamma Chapter of Kappa Delta Pi,
an educational honor fraternity open to both men and women, was inau-
gurated in 1928. Only juniors and seniors of high scholastic attain-
ment are eligible to membership. Pi Omega Pi, an honorary national
fraternity for men and women in business and commercial training, is
represented on the campus by Kappa chapter, formed in 1929. Beta
Chapter of Gamma Rho Tau, an honorary fraternity for men in Business
Education, was organized in 1929. The Tau Chapter of Kappa Omicron
Phi, a national honorary home economics sorority, was established on the
campus in June, 1940.
Educational Fraternities. Three national fraternities of professional
character now have chapters at Indiana. The Phi Alpha Zeta Fraternity
was organized as a national educational and social fraternity June 4.
1908. Alpha Chapter has been active on the campus as a local organi-
zation since 1927. Eta Chapter of Phi iSigma Pi, a national educational
fraternity, was established at Indiana, April 30, 1929. It took the place
of Omega Chi Fraternity, a local organization founded in 1909, The Pi
Chapter of Sigma Tau Gamma, a national educational and social frater-
nity, was established on November 8, 1930.
Inter-fraternity Council. This small group made up of the president
and sponsor of each fraternity, and the Dean of Men, meets occasionally
to regulate inter-fraternitv affairs.
42 Teachers College Bulletin
SORORITIES
Educational Sororities. Seven national professional educational soi*-
orities have chapters on the campus: Alpha Sigma Alpha, iSigma Sigma
Sigma, Alpha Sigma Tau, Pi Kappa Sigma, Pi Delta Theta, Theta Sigma
TJpsilon, and Delta Sigma Epsilon. Only students who have completed
sixteen semester hours of work with a C-grade average and no failures
are eligible for membership. iSorority life offers opportunities for growth
•of congenial friendships and the fostering of the highest ideals of
womanhood. Broadening contacts are furnished through association with
alumnae members and inter-collegiate affiliations.
Indiana CataloijUi; Number 43
DIVISION OF ELEMENTARY EDUCATION
Janr Louise McGrath, Director of Division
Lillian I. McLean, Assistant Director of Division
Elementai-y Education prepares teachers for kindergarten-primary,
intermediate, and rural schools, also persons with degrees in special fields
who wish to be certificated in Elementary Education. At the completion
of a four-year course a B.S. Degi-ee in Education and Elementary Cer-
tification is granted to satisfactory students.
FEES AND EXPENSES
Semester
Contingent Fee (payable in two installments) $ 36.00
Housing Fee (payable in two installments) .... 126.00
Activity Fee 8.00
Books, equipment, etc. (approximate) 25.00
(Also see pages 18-21)
$195.00
CURRICULUM IN ELEMENTARY EDUCATION
Sequence of courses subject to change for adtninistrative reasons
FIRST SEMESTER SECOND SEMESTER
Clock Semester Clock Semester
Hours Hours Hours Hours
English I (inckiding Library English II 3 3
Science 4 3 Principles of Geography . . 3 3
Fundamentals of Speech . . 3 3 History of Civilization ... 4 4
Biological Science I 4 3 Biological Science II 4 3
Health Education I (includ- Health Education II (in-
ing Physical Education & eluding Physical Educa-
Personal Hygiene) 4 2 tion and Personal Hy-
Place and Purpose of Edu- giene) 4 2
cation in the Social Order, Appreciation of Art 3 2
including School Visita- —
tion 3 3 21 17
Appreciation of Music .... 3 2
21 16
44
Teachers College Bulletin
THIRD SEMESTER
Clock Semester
Hours Hours
Literature I 3 3
Economic Geography .... 3 ^
General Psychology 3 3
Physical Science I 4 3
Electives 3 3
16 15
FOURTH SEMESTER
Clock Semester
Hours Hours
Literature II 3 3
Educational Psychology ... 3 3
Principles of Sociology or 3 3
Principles of Economics . . (3) (3)
Physical Science II 4 3
Electives 4 4
17 16
FIFTH SEMESTER
U. S. History before 1865 3 3
Teaching of Reading .... 3 3
*Music I 4 2
*Art I 4 2
Curriculum in Arithmetic . 2 2
School Law 1 1
Elective 3 3
20 16
SIXTH SEMESTER
History of Pennsylvania . . 2 2
Teaching of English, in-
cluding Handwriting ... 4 3
*Music II 3 2
*Art II 3 2
Teaching of Health 2 2
U. S. History since 1865 . . 3 3
Elective 2 2
19 16
SEVENTH SEMESTER
Educational Measurements 2
Curriculum in Elementary
Science 4
Visual Education 2
Children's Literature and
Story-Telling 3
Evolution of the American
Public School 2
Ethics 3
American Government, Fed-
eral, State and Local ... 3
EIGHTH SEMESTER
Student Teaching and Con-
ferences 1
Curriculum Materials, Selec-
tion and Adaptation ....
8 12
4 3
15
22
19 17
Students enrolled in the Elementary Curriculum must demonstrate in written and
oral examinations a sufficient mastery of the knowledge and skills necessary to
enable them to pursue these professional courses with profit; otherwise they will
be required to take a preliminary course in the subject without credit.
Indiana Catalogue Number 45
SPECIALIZATION AM) ELECTIVES
iStudcnts fTicolli'd in the State Teachers Colleges may qualify for
the defiiee of Bachelor of Science in Education by satisfactorily
completing the basic elementary four-year curriculum, including
twelve semester hours of electives, offered at the College at which
the degree is to be conferred.
Students desiring to specialize in Early Childhood Education
(nursery school, kindergarten, grades 1, 2, and 3), Intermediate
Education (grades 4, 5, and 6), or Rural Education (grades 1-6
or 1-8) shall be required to complete satisfactorily the basic four-
year elementary curriculum and meet the following specific re-
quirements for the field of specialization desired.
Clock Seme Her
Hours Hours
a. Earlv Childhood Education
Early Childhond Education 3 3
*Student teaching in grades below fourth 18 12
Curriculum Materials
Selection and Adaptation for Early Childhood
Grades 4 3
Total 25 IS
Intermediate Education
Teaching of American History and Government . . 3 3
*Studcnt Teaching in intermediate grades 18 12
Curriculum Materials
Selection and Adaptation for Early Childhood
Grades 4 3
Total 25 18
Rural Education
Rural School Problems 3 3
**Student Teaching under rural school conditions . . 18 12
Curriculum Materials
Selection and Adaptation to rural or in grades
1-6 or 1-8 under conditions approximating those
in rural schools 4 3
Total 25 18
46 Teachers College Bulletin
3. Electives may be chosen from the following:
Child Adjustment 3 3
Child Psychology 3 3
Diagnostic and Remedial Instruction in Reading 3 3
Education for Family Living 3 3
Mental Hygiene 3 3
Safety Education 2 2
School Finance 2 2
Special Education 3 3
Speech, including Dramatics
Teaching of Arithmetic 3 3
and courses in academic fields and special curriculums approved
at the college in which the student is registered: provided that to
achieve a breadth of background not more than six (6) semester
hours may be selected from courses listed above except Speech in
including Dramatics, and not more than six (6) semester hours may
be selected from any one academic field or special curriculum.
4, This program of courses becomes effective June 1, 1941, and the
schedules of students now enrolled will be adjusted as rapidly as
is consistent with the students' needs and administratively feasi-
ble.
*Three semester hours of the twelve required may be observation
and participation in other age levels of the elementary field.
**Three of the twelve semester hours required may be observa-
tion and participation in the Early Childhood Education or Inter-
mediate Education divisions.
All students are required to take part, without credit, in one physi-
cal-education activity each semester in which no physical education
courses or student teaching are required. In addition to this, all students
must take one other extra-curricular activity one semester each year.
Indiana Catalogue Number
47
DIVISION OF SECONDARY EDUCATION
Ralph E. Heiges, Director of Division
All students who are preparing to teach the academic subjects will
follow the program of courses given below. In addition to the required
courses each student must elect two fields of concentration from those
offered: English, geography, French, mathematics, science, social studies,
Spanish. The latter courses are taken where the program is marked
"Electives."
FEES AND EXPENSES
Semester
Contingent Fee (payable in two installments) $ 30.00
Housing Fee (payable in two installments) .... 12fi.OO
Activity Fee 8.00
Books, equipment, etc. (approximate) 25.00
$195.00
(Also see pages 18-21)
CURRICULUM IN SECONDARY EDUCATION
Sequences of courses subject to change for administrative purposes
FIRST SEMESTER SECOND SEMESTER
Clock Semester Clock Semester
Hours Hours Hours Hours
English I (including Library English II 3 3
Science) 4 3 Principles of Geography . . 3 3
Fundamentals of Speech . . 3 3 Biological Science II 4 3
Biological Science I 4 3 Health Education II, in-
Health Education I, includ- eluding Physical Educa-
ing Physical Education tion and Personal Hy-
and Personal Hygiene . . 4 2 giene 4 2
Place and Purpose of Edu- History of Civilization .... 4 4
cation in the Social Order, Appreciation of Art 3 2
including School Visita- — —
tion 3 3 21 17
Appreciation of Music .... 3 2
21
16
THIRD SEMESTER
Literature I 3
Economic Geography .... 3
General Psychology 3
Physical Science I 4
Elective 3
16 15
FOURTH SEMESTER
Literature II 3 3
Principles of Sociology or
Principles of Economics .3 3.
Educational Psychology ... 3 3
Physical Science II 4 3
Electives 4 4
17 16
^8
Teachers College Bulletin
FIFTH SEMESTER
Clock
Hours
American Government — Fed-
eral, State and Local ... 3
School Law 1
Educational Measurements 2
Electives 10
Semester
Hours
10
SIXTH SEMESTER
Clock Semester
Hours Hours
Problems of Secondary Edu-
cation 2 2
Guidance 2 2
Electives 13 13
17 17
16 16
SEVENTH SEMESTER
Evolution of the American
Public School 2 2
Visual Education 2 1
Ethics 3 3
Electives 10 10
17 16
EIGHTH SEMESTER
Student Teaching and Con-
ferences 18
Curriculum Materials: Se-
lection and Adaptation . 4
12
22 15
THE REQUIRED' AND ELECTIVE COURSES IN EACH
FIELD ARE INDICATED BELOW:
ENGLISH
Required: 12 sem.
English I 4
English II 3
Literature I 3
Literature II 3
Recommended: 6 sem.
English Philology 3
Advanced Composition . . 3
Electives: 6 sem.
Shakespeare 3
Short Story 3
Modern Novel 3
World Literature 3
'Contemporary Poetry ... 2
Victorian Prose & Poetry 3
Journalism 2
Pre-Shakespearean Litera-
ture 2
Romantic Period 3
Essay 3
Modern Drama 2
19th Century Novel .... 3
hrs.
3
3
3
3
hrs.
3
3
hrs.
3
3
3
3
2
3
2
2
3
3
GEOGRAPHY
Required: 6 sem. hrs.
Principles of Geography 3 3
Economic Geography ... 3 3
Recommended: 12 sem. hrs.
Geography of the U. S.
and Canada 3 3
Geography of Latin Amer-
ica 3 3
Geography of Europe . . 3 3
Geography of the Pacific
Realm 3 3
Electives: 6 sem. hrs.
Climatology and Meteor-
ology 3 3
Physiography 3 3
Conservation of Natural
Resources 3 3
Field Course (to be ap-
proved) 3 3
Commercial and Indus-
trial Geography 3 3
Trade and Transportation 3 3
Indiana Catalogue Number
49
FOREIGN LANGUAGES
FRENCH
Recommended:
18 sem. hrs.
French I:
Elementary French ... 3 3
French II:
Elementary French ... 3 3
French III:
Intermediate French . . 3 3
French IV:
Intermediate French . . 3 3
French V:
Outline Course in
French Literature . . 3 3
French VI:
Seventeenth Century
French History and
Lit.; Composition . . 3 3
LATIN
Recommended:
18 sem.
hrs,
Latin I:
Ovid and Virgil . .
... 3
3
Latin II: Liv)'
... 3
3
SPANISH
Recommended:
18 sem.
hrs.
Spanish I:
Elementary Spanish
.. 3
3
Spanish II:
Elementary Spanish
.. 3
3
Spanish III:
Intermediate Spanis
h . 3
3
Spanish IV:
Intermediate Spanish
... 3
3
Spanish V:
The Nineteenth Cen-
tury in Spain
and
Latin America .
... 3
3
Spanish VI:
Survey of Spanish
and
Latin American
Lit-
erature from the
Or-
igins to the N
'ine-
teenth Century .
... 3
3
MATHEMATICS
Recommended: 18 sem. hrs.
College Algebra 3 3
College Trigonometry . . 3 3
Analytic Geometry 3 3
Calculus I 3 3
Calculus II 3 3
Statistics 3 3
SCIENCE
GENERAL SCIENCE
Required: 24 sem. hrs.
Biological Science (Bot-
any, Zoology) 8 6
Physical Science (Chem-
istry, Physics) 8 6
Advanced Biology
Courses 8 6
Advanced Physical
Courses 8 6
BIOLOGICAL SCIENCE
Required: 18 sem. hrs.
Biological Science (Bot-
any, Zoology) 8 6
Botany 8 6
Zoology 8 6
Electives for Biology
Field: 6 sem. hrs.
Advanced Nature Study . 4 3
Bacteriology 4 3
Comparative Anatomy . . 4 3
Ecology 4 3
Embryology 4 3
Entomology 4 3
Genetics 3 3
Histology 4 3
Parasitology 4 3
Physiology 4 3
PHYSICAL SCIENCE
Required: 22 sem. hrs.
Physical Science (Chem-
istry and Physics) ... 8 6
General Chemistry 12 8
General Physics 12 8
50
Teachers College Bulletin
Electives for Field of
Physical Science: 2 sem. hrs.
Colloidal Chemistry .... 4 3
Descriptive Astronomy . 2 2
Food Chemistry 4 3
Geology 4 3
Heat 4 3
Hydrostatics 4 3
Industrial Chemistry ... 4 3
Magnetism and Electri-
city 4 3
Mechanics 4 3
Modern Physics 4 3
Organic Chemistry 4 3
Optics 4 3
Physical Chemistry .... 4 3
Physics Laboratory 4 3
Physiography 3 3
Physiological Chemistry . 4 3
Qualitative Analysis .... 4 3
Quantitative Analysis ... 4 3
Sound 4 3
CHEMISTRY
Required: 18 sem. hrs.
Physical Science 8 6
Inorganic Chemistry ... 8 6
Qualitative Analysis .... 4 3
Quantitative Analysis ... 4 3
Electives: 6 sem. hrs.
Organic Chemistry 4 3
Physical Chemistry 4 3
Industrial Chemistry ... 4 3
Physiological Chemistry . 4 3
Food Chemistry 4 3
Colloidal Chemistry .... 4 3
PHYSICS
Required:
Physical Science .
Advanced Physics
12 sem. hrs.
. 8 6
. 8 6
Electives: 12 sem. krs.
Mechanics 4 3
Heat 4 3
Magnetism and Electri-
city 4 3
Hydrostatics 4 3
Optics 4 ^
Modern Physics 4 3
Pneumatics 4 3
SOCIAL STUDIES
Required: 13 sem. hrs.
History of Civilization . . 4 4
Sociology 3 3
Economics 3 3
American Government . . 3 3
Recommended: 9 sem. hrs.
History of U. S. I (U. S.
History before 1865) . 3 3
Social and Industrial His-
tory of the U. S 3 3
Modern European History 3 3
Electives: 3 sem. hrs.
Early European History . 3 3
Principles of Economics . 3 3
Principles of Sociology . . 3 3
History of Latin America 3 3
Comparative Government 3 3
Evolution of Social Insti-
tutions 3 3
History of England •. . . . 3 3
History of the Far East . 3 3
History of Pennsylvania . 3 3
Ethics 3 3
Renaissance and Reforma-
tion 2 2
Industrial Relations .... 3 3
Constitutional History and
Law 3 3
History of Philosophy . . 3 3
Social Problems 3 3
All students are required to take part, without credit, in one physical educa-
tion activity each semester in which no physical education courses or student teach-
ing are required. In addition to this, all students must take one other extra-curricu-
lar activity one semester each year.
Indiana Catai.ogui; Numbhr 51
EDUCATION
JOSF.PH M. Um.FK, I/cjJ of Dfpiir/r?/cnt
Rai.i'h B. i^FAKi) James E. Eicher
Harold L. Camp Janf L. McGrath
Tobias O. Chfw [.hi ian I. McLean
Guy Pratt Davis Paui. A. Rismeberger
The Education Department through its courses furnishes the ground
work for the professionalization of the content of other courses. Thus,
the Education Department serves the entire school. It touches every stu-
dent in every department and thereby makes the College a professional
school. The Laboratory School is the workshop where the educational
philosophy taught in the College is put into practice. The Laboratory
. School and the educational work of the College are under the same ad-
ministration, thereby establi.shing the closest relationship possible.
*CORE COURSES
Place and Purpose of Education in the Social Order
3 semester hours credit
In this, the student's first course in Education, the emphasis will be
placed upon American iSchools as the main suppor: of our American way
of life and the perpetuation of democratic principles of goveinment. The
course leads from a brief history of educational systems of the past to a
careful consideration of the major functions of education in the contem-
porary society of today. Present-day challenges to both our schools and
to society will be studied in detail. Adequate observations in the Labora-
tory School lend concreteness to the principles discussed in class.
General Psychology 3 semester hours ciedit
This course,* a prerequisite to all other psychology courses, is a pre-
view in the science of human activities with emphasis on the activities of
the individual. It introduces the student to the aim and methods of psy-
chology, some general principles, individual differences, intelligence, per-
sonality, remembering, learning, motivation, feelings and emotions, the
sense organs, observation, attention, thinking and imagination, and
mental conflicts.
Educational Psychology 3 semester hours credit
This course involves a study of the educational aspects of psychol-
ogy. It includes the psychology of learning, the natui'e and measurement
of intelligence, the psychology of individual diffeiences and applications
thei-eof to the educative process, the psychology of school subjects, and
the psychology of adjustment. An eclectic viewpoint is presented.
* Courses reiiuired in the Elementary and Secondary Education curricula.
Teachers College Bulletin
School Law 1 semester hour credit
The purpose of this course is to familiarize the prospective teacher
with the legal phases of the Pennsylvania School system. The laws con-
cerning health, attendance, contracts, certification, districts, directors,
financial support, etc. will be considered.
Educational Measurements 2 semester hours credit
This is an introductory course in educational measurements designed
to acquaint the students with the elementary statistical techniques used
in measurements; with the construction and use of different types of
objective tests; and with standard tests in the several fields, their uses
as related to instruction, and the criteria for their evaluation. Labora-
tory work in scoring papers, in tabulating, recording and giaphing, and
in the interpretation of the test results are considered an integral part
of the course.
Visual Education 1 semester hour cmdit
This is a core course required of all students before a permanent
certificate will be granted by the Commonwealth of Pennsylvania. Its
purpose is to prepare teachers to know how and when to use visual and
other sensory aids. Techniques for the use of the various visual-sensory
aids will be stressed.
Evolution of the American Public School 2 semester hours credit
This course presents a study of the European influence on early
American education; a development of the various types of schools and
their modifications as influenced by educational movements at home and
abroad; and the leaders connected with these movements. Special atten-
tion will be given to the development of the Pennsylvania system and its
present organization.
Ethics 3 semester hours credit
The purpose of this course is to aid prospective teachers in the for-
mulation of concepts of high standards of conduct in relation to all phases
of life. The course will be introduced by a brief consideration of the his-
torical development of ethics, followed by giving careful thought to nu-
merous phases of individual, social, political, economic, and professional
conduct. Special emphasis will be given to the study of the professional
ethics of teaching. Various codes and articles will be carefully analyzed.
Curriculum Materials, Selection, and Adaptation 3 semester hours credit
The purpose of this course is to broaden the concept of subject mat-
ter and to give the beginning teacher a sense of values which can be
used in the selection of educative experiences. It aims also to teach him
through guidance in his planning and teaching, how to organize, moti-
vate, and carry out these experiences in child learning. The course is
given concurrently with student teaching.
Indiana Catalogue Number 53
Student Teaching 12 semester houis credit
Each student is required to teach full time for one semester. The
teaching is done in the Laboratory and Demonstration School, and in the
co-operating public schools under college supervision. A gradual induc-
tion into the process of teaching is given by supervising teachers. The
student is expected, as a result of the course, to be able to take complete
charge of a teaching position and to adjust to the school system in which
he may teach after graduation. See page 25 for eligibility requirements.
REQUIRED COURSES FOR ELEMENTARY
EDUCATION STUDENTS
Teaching of Reading 3 semester hours credit
This course includes a study of the historical background; the appli-
cation of the psychology of learning; research; selected systems of lead-
ing; measurement; and specific objectives and methods at each specific
level. Many observations are made in the Laboratory School. The course
is a prerequisite to student teaching and should follow three houi's, pref-
erably six, of psychology.
Early Childhood Education 3 semester hours credit
The course in early childhood education has the following objectives:
to develop an appreciation of the importance of maturation and develop-
ment upon education in the first eleven years and the advancements
which have been made; to show the value of experience as a basis of
growth; to provide an understanding of the value of organized knowl-
edge used in relation to recognized needs; to place emphasis on the im-
portance of providing a proper environment where children may be
happy and undisturbed in natural growth and where the educative pro-
cess has favorable opportunity for functioning.
Children's Literature and Story Telling 3 semester hours credit
This course is planned to give elementary teachers a thorough
knowledge of the materials which will introduce children to the emotional
and historical experience of the race included in its literature. Some of
the knowledges, skills, and techniques the prospective teacher should
possess are: knowledge of children's interests in books at various levels
of development; some ability to judge a book for its merits and its ap-
peal to children; acquaintance with the various sources of books — lists,
information, bibliographies, etc.; wide reading of books suited to the
various levels; ability to tell or read a story or poem to children accept-
ably; techniques of building childi'en's interests and for helping children
gain in appreciation to the end they may come to prefer books of in-
creasingly higher quality.
54 TrACHERs College BuLLExiNf
REQUIRED COURSES FOR SECONDARY
EDUCATION STUDENTS
Problems of Secondary Education 2 semester hours credit
This course involves a consideration of the practical problems of
development, organization, and management as they affect the secondary-
school teacher at work. Prospective high-school teachers should be famil-
iar vv^ith the problems in education which are peculiar to children at the
secondary level. The course will consider in detail such problems as dis-
ciplinary situations, student participation in school control, the changing
curriculum, extra-class activities, marks and marking, etc.
Guidance 2 semester hours credit
This course presents the need for and the nature of guidance in the
secondary school together with the concepts, kinds and methods of gui-
dance. The use of tests in guidance is demonstrated by a battery of tests
administered to members of the class. Emphasis is placed upon the
functional aspects of guidance in educational and vocational fields; in
personal, social and civic development; and in recreational and health
habits. The three-fold function of the course aims at guidance, education
for competence, and placement. Prerequisite: Educational Measure-
ments.
ELECTIVES
Adolescent Psychology 2 semester hours credit
This course is a study of research and the conclusions to be drawn
therefrom in the areas of personality, emotions, social adjustment, char-
acter development, problems of morality and religion, attitudes, interests,
home adjustments, school adjustments, and mental hygiene. General
psychology is a prerequisite.
Child Adjustment 3 semester hours credit
This course involves five phases of study: the psychological bases of
behavior and adjustment; the forms or patterns of adjustment and mal-
adjustment; personality traits and their measurement, together with a
study of the factors conditioning personality development and integra-
tion; the principles and procedures of positive mental hygiene; and the
functional application of these principles to classroom situations and
problem cases. This course is designed especially for the student of the
elementary curriculum. Readings, reports, case studies, institutional
visitations comprise the work. Prerequisites: General Psychology, Edu-
cational Psychology.
Child Psychology 3 semester hours credit
This course purposes to study the child as a behaving and maturing
organism; to acquire information as to the origins and beginnings of
child behavior and the patterns whereby such behavior becomes manifest
Indiana Catalogue Number 55
in the course of development and learning:; to gain a functional knowl-
edge of childhood behavior and activities which per se are both scien-
tifically interesting and meaningful; to gain a mastei-y of those facts
and principles which will aid in a better understanding of many later
adult problems and dynamisms, a knowledge of which should not only
render the child's educative process more significant but lead to his
greater happiness and progress as well; and to apply the principles of
learning to the child's educative process. Observations of children and
case studies are made. Pi-erequisites: General Psychology; Educational
Psychology.
Civic Education 3 semester hours credit
The purpose of this course is to give the prospective elementary
teacher a comprehensive understanding of present-day civic problems, a
well-formulated philosophy of civic education, and a knowledge of mater-
ials of instruction and methods of procedui'e in civic education.
Diagnostic and Remedial Instruction in Reading 3 semester hours credit
The fundamental objectives of this course are to enable the classroom
teacher adequately to diagnose reading disabilities and to apply proper
corrective procedures. The nature of the reading process and the meth-
odology of reading instruction are presented in relation to the causes
and the prevention of reading difficulties. Group tests of achievement
and capacity and individual diagnostic tests and instrumentative tech-
niques ai'e demonstrated through actual disability cases. Emphasis is
placed upon case studies in both diagnosis and remediation. Each student
is required to do individual testing. Techniques for diagnosing- both
silent and oral reading are presented and causes of difficulties investi-
gated. Basic principles, materials, and organization for remedial reading
are considered in their relation to effective teaching. Prerequisites: The
Teaching of Reading, Educational Measux'ements.
Mental Hygiene 3 semester hours credit
The fundamental purpose of this course is to gain an understanding
of the ways and means of individual orientation toward human happi-
ness and adjustment. It endeavors to develop a background for the study
of human conduct and to gain an understanding of the foundations of
human behavior as to their origins and modifications. This course is de-
signed especially for students in secondary education, business educa-
tion, art, music education, and home economic? who desire further in-
sight into the problems of the adjustive process. Prerequisites: General
Psychology; Educational Psychology.
Philosophy of Education 2 semester hours credit
In this course an effort will be made to develop attitudes toward
educational and social problems. Modern theories of education will be
considered as to their historical development; their foundation in science
and philosophy; their basis in social, economic, political, and educational
conditions; and their implications for school practice with special refer-
ence to curriculum, method, administration, and supervision.
56 Teachers College Bulletin
Special Education 3 semester hours credit
The purpose of this course is to gain a functional understanding of
the various types of psychological and sensory deviates, theoretical and
practical, both as concerns the genesis of their adjustment processes and
patterns of behavior; their treatment and management; and the guiding
principles and laws for their instruction and rehabilitation. The general
content involves a study of the principles underlying the treatment,
management and instruction of the several types of children as concerns
special education and the review of case studies as illustrative proced-
uresT Prerequisites: General Psychology, Educational Psychology, Child
Psychology.
THE PSYCHO-EDUCATIONAL BUREAU
The purpose of the Psycho-Educational Bureau is to aid the public
and private schools of the service area, the College Laboratory and Dem-
onstration School and the students of the College in the diagnosis and
prognosis of difficulties, in the follow-up programs of testing, and in the
setting-up of remedial measures. It is specifically concerned with indi-
vidual and gi-oup intelligence testing, the measurement of educational
achievement, discernment of special abilities and disabilities, testing the
sensory functions, the determination of levels of adjustment and the
diagnosis of personality integration, diagnosis and remedial treatment
of speech problems, and guidance and counseling of college students.
A special function of this Bureau is to aid college students who are
below standard in their reading ability. This is done through individual
instruction.
Practicum in Psychological Clinic Variable Credit
It is the purpose of this course to offer preparation in clinical prac-
tice and techniques to those individuals who desire the basic preparation
in the special fields of testing. In general, the work involved will include
case studies; giving, scoring, and interpreting tests; personality inven-
tories; and the use of clinical instruments. Specifically, the areas offered
are: mental tests, personality inventories, aptitude tests, diagnostic
achievement tests, and interest inventories.
Indiana Catalogue Number 57
ENGLISH
Riioni-s R. Stahi.fy, Ih.id of Dc/>.ir/me>ii
Helen F. Egleston Cakrie Belle Parks Norton
Carleton C. Jones Reba Niles Perkins
Ruth Knowles Edna Lee Sprowls
Louise Anderson Macdonald Margaret 1. Stitt
Through its core courses requiied of all students, the English De-
partment offers service to the whole college. Individual students who are
especially weak in English mechanics are afforded the additional oppor-
tunity of remedial work in the English Laboratory. By regular attend-
ance at the Laboratory a student may maintain and improve his language
skills; or by occasional attendance he may secure help in a temporary
difficulty.
Because of the need of good English usage on the part of teachers
of all subjects, candidates for student teaching are required to reach a
satisfactory standard in both oral and written expression. (See page 25.)
At the end of the sophomore year, therefore, a general English examina-
tion is given to all students to determine their competency in these mat-
ters.
Students who wish to be certificated as English majors arc required
to obtain twenty-four semester hours credit in this field. To be certifi-
cated as a minor in English a student must have eighteen semester hours
credit. However, these are in a sense minimum requirements. Anyone
who is seriously interested in teaching English in the secondary school
should have a much wider background than the minimum requirement
alone generally makes possible. Furthermore, most universities require
at least thirty hours of undergraduate work in English as prerequisite to
graduate study for the Master's degree.
The English Department recently added to the teaching staff a spe-
cialist in speech correction. Individual attention is now given to those
students with specific speech difficulties. Different forms of hesitancy,
inaccuracy, and inadequacy are discovered and remedied before students
are recommended for teaching positions.
To meet a growing need in the public schools, Indiana is how author-
ized to offer Speech education, with two types of certification: Speech, on
the basis of 18 semester hours; or Speech Cori-ection, on the basis of 24
semester hours. Students in the elementary curriculum, by utilizing their
free electives, may add Speech to their certificates or. by additional work
may become speech correctionists. In the secondary curriculum students
may select Speech or Speech Correction as a field of concentration.
58 Teachers College Bulletin
*CORE COURSES
Speech 3 semester hours credit
This course is designed to give students training in the fundamentals
of oral expression. The work of the course is presented according to the
following series of units: voice, diction, phonetics, posture, original
speech-making, interpretative reading, play pi"oduction, and parliamen-
tary practice. The play-production unit involves extra-curricular pro-
jects also.
English I 3 semester hours credit
This course is primarily an inti'oductory course in composition, al-
though attention is also given to the student's reading habits, interests,
and skills. The work of the course is built mainly around the following
five types of activities: seeing clearly persons, objects, and ideas; learn-
ing words and using them sensitively; diagnosing oneself for individual
errors and learning how to correct them; writing original compositions;
and developing good reading habits.
English II 3 semester hours credit
This course is a continuation of English I. Here, however, in addition
to the kinds of activities pursued in the preceding course, considerable
attention is given to the writing of long papers. Such problems as the
following are given especial consideration: collecting authoritative ma-
terial; arriving at defensible generalizations; treating evidence without
bias; arranging and presenting pertinent data in an orderly manner.
Prerequisite: English I.
Literature I 3 semester hours credit
This course is designed to help students read more widely and more
enjoyably; to understand and evaluate what they read; to discover the
ethical and social implications of literary products; and to develop more
discriminating tastes. Although the principal content of the course is
selected largely from contemporary British writing, students are encour-
aged to read independently, to discover literary preferences, and to estab-
lish satisfactory habits of leisure reading for the future.
Literature II 3 semester hours credit
This course is designed to help students read more intelligently in
the field of American literature. The materials of the course are selected
from the whole range of our national literature, but especial emphasis is
placed on contemporary literature as it tends to reflect and interpret
contemporary American life. An attempt is made to give students as
wide a reading experience as possible and to stimulate in them the desire
for continued acquaintance with American literature. Prerequisite:
Literature I.
♦ - Courses required in the Elementary and Secondary Education curricula.
Indiana Catalogue Numhhr V)
COURSES RECOMMENDED FOR MAJORS AND MINORS
In addition to the core courses listed above, students desirinp^ cer-
tification in English ouR'ht also to elect the two courses described below
— Advanced Composition and Enjjflish Philology. The Enf?lish Depart-
ment will not recommend for certification any student who does not have
credit for these two courses. Permission to register for these courses
must be obtained from the head of the department and will be granted
only to students who have already made a satisfactory record in the core
courses. Students who have received grades below C in English should
not attempt to pursue advanced courses in this department.
Advanced Composition 3 semester hours credit
This course is an advanced course in writing and is not in any sense
remedial in nature. It includes, in addition to much free writing, a care-
ful consideration of the following problems; writing as an art, self-
criticism as a basis for self-improvement in writing, techniques of report
writing, and requirements of professional letters. Pi-erequisites: English
I and II, Literature I and II, and permission of the head of the depart-
ment.
English Philology 3 semester hours credit
This course is designed to give students an understanding of the
technical aspects of modern English grammar and usage. It includes the
following topics important to prospective teachers of English: history of
the English language, derivations, dictionary study, vocabulary building,
techniques of linguistic research, factors determining acceptable usage,
relation of phonetics to pronunciation, relation of phonetics and syllabi-
fication to spelling, factual gTammar as an organized body of knowledge,
and teaching methods appropi'iate to the presentation of grammar from
its instrumental or functional aspects. Prerequisites: English I and II,
Literature I and II, and permission of the head of the department.
ELECTIVE COURSES
Journalism 2 semester houis credit
This course is divided eqvially between fact-gathering and actual
apprenticeship in all processes of producing a school paper. The factual
content of the course, beside the immediate knowledge needed for par-
ticipation in publication, includes a consideration of journalistic styles,
newspaper standards, safeguards for the freedom of the press, types of
newspaper humor, methods of judging biased news, newspaper ethics,
and practical problems of financing school papers. No prerequisites;
not open to freshmen.
Contemporary Poetry 2 semester hours credit
This course is planned to acquaint students with the best work of
such contemporary British and American poets as Hardy, Houseman.
60 Teachers College Bulletin
Yeats, Noyes, "AE," De La Mare, Masefield, T. S. Eliot, Robinson, Frost,
Sandburg, Lindsay, Teasdale, Millay, Jeffers, and MacLeish; and of the
older poets, Walt Whitman and Emily Dickinson, since they also reflect
the modern spirit. The subject of how poetry should and should not be
read and studied, consideration in relation to what is liked and disliked
by children, is also fully discussed and demonstrated. Only such histori-
cal, biographical, and technical matters are dealt with as contribute defi-
nitely to an appreciation of the poets read. Prerequisites: English I and
II, Literature I and II.
Novel 3 semester hours ci'edit
This course includes the rapid reading of many novels and the de-
tailed reading of a few to discover changes, tendencies, contributions,
and developments. The main purposes of the course are three: to develop
discrimination, to formulate bases for criticism, to interpret present-day
literature in terms of its historical antecedents. Prerequisites: English I
and II, Literature I and II.
Short Story 3 semester hours credit
This course presents a study of the short story as a distinctly modern
form of expression. The materials of the course are drawn largely from
the work of contemporary writers. Particular attention is given to the
nature of the subject matter, the techniques, and the ideas employed.
Sufficient attention is also devoted to the history of the short story to
enable the student to understand its latest developments. Prerequisites:
English I and II, Literature I and II.
Pre-Shakespearean Literature 2 semester hours credit
This course is concerned with a study of the more important English
literature from Beowulf to Shakespeare, with especial emphasis on the
works of Chaucer and Spenser. Because of the archaic quality of the
literary diction and subject matter of this period, about one-half of the
work of the course is devoted to an intensive study of the development of
the English language from its Anglo-Saxon beginnings to the close of
the sixteenth century. Prerequisites: English I and II, Literature I and II.
Shakespeare 3 semester hours credit
This course includes a careful analysis of a few selected comedies,
tragedies, and chronicle plays; a reading and discussion of many others;
and a brief historical survey of the Elizabethan age sufficient to provide
background for an understanding of Shakespeare's work generally. Pre-
requisites: English I and II, Literature I and II.
The Romantic Period in English Literature 3 semester hours credit
This course is primarily a study of the works of Wordsworth, Cole-
ridge, Byron, Shelley, Keats, Scott, and Lamb. The specific materials of
the course are selected in terms of what would seem to be of most value
to the general reader in understanding the social, philosophical, religious,
artistic, and intellectual problems of the period. Prerequisites: English I
and II, Literature I and II.
Indiana Catalogue Number 61
Victorian Poetry and Prose 3 semester hours credit
This is a course of intensive readiiiK in the literature of the Victorian
period, with enough study of its complex background to interpret the
work of such writers as Carlyle, Ruskin, Huxley, Newman, Arnold, Ten-
nyson, and Browning. Emphasis is placed, not so much on the literary
art of these writers, as on the philosophical implications which their
work holds for the present age. Prerequisites: English I and II, Litera-
ture I and II.
Modern Drama 2 semester hours credit
This course includes a wide reading of important modern dramas,
together with a brief survey of the historical development of dramatic
literature from its earliest beginnings to the present time. Throughout
the course attention is directed to typical materials which are especially
appropriate to reading and producing in junior and senior high schools.
Story materials for dramatizing and methods of producing plays in
schools, classrooms, and community theatres are also presented and
evaluated. Prerequisites: English I and II, Literature I and II.
The Essay 3 semester hours credit
This course is concerned with a study of noteworthy essays of the
past and present. The content of the course is selected principally from
British and American writings, but important foreign writings are also
included whenever they can be obtained in acceptable translations. The
course also affords students an opportunity to enrich their own creative
experiences by the occasional writing of familiar essays. Prerequisites:
English I and II, Litei'ature I and II.
World Literature 3 semester hours credit
This couise requires the extensive reading of foreign literature in
translation, chiefly from European and Oriental countries, with especial
emphasis on the work of modern writers. Such early classics as are
needed to form a background for the understanding and appreciation of
the literatures of other countries are also read and discussed. There is
a loose grouping of the course materials by nationalities so as to make
possible a study of common problems, temperaments, and literary char-
acteristics. Prerequisites: English I and II, Literature I and II.
The Eighteenth Century in English Literature 3 semester hours credit
This course covers such representative works as best reflect the pre-
vailing characteristics of literary thought and form in the eighteenth
century. Such writers as Addison, Steele, Dryden, Pope, and Johnson
are studied as expressing the outstanding social, political, and artistic
movements of the period. Prerequisites: English I and H, Literature I
and II.
(,2 Teachers College Bulletin
Radio in Education 2 semester hours credit
This course is designed to give students a better understanding and'
appreciation of the possibilities of radio in education. Emphasis is given
to the development of effective radio techniques both in the matter of
classroom listening and in the matter of studio production. Radio per-
forming, announcing, and script writing are integi'al parts of the course,,
with practical workshop experience provided through regular bi'oadcasts
over Radio iStation WHJB, Greensburg, directly from the campus studio,.
No prerequisites.
Photoplay Appreciation 1 semester hour credit
This course treats the motion picture as a contemporary art form
with especial significance for the English area. The various aspects of
screen production — story selection, plot development, directing, acting,
settings, photography, sound, etc. are all thoroughly discussed for the
purpose of developing standards, improving taste, and stimulating the
critical powers of the student. Since a unit in motion-picture apprecia-
tion is included in the state course for high schools, this course also pre-
pares the teacher to handle similar work with high-school students. No
prerequisites.
The Teaching of English 3 semester hours credit
This course covers the teaching of composition in the elementary
grades. Constant contact with the Laboratory School gives abundant
observation of principles in action, with opportunity for participation
under expert guidance. The materials of the course include: the results
of recent research in language and creative activities; the study of out-
standing elementary curricula; and the application of teaching principles
to units of work prepared by the student himself. Prerequisites: English
I and II, Literature I and II.
Recent Trends in the Teaching of English 3 semester hours credit
This course is designed to give a survey of contemporary methods
of teaching composition in secondary schools. It is given a continuously
practical emphasis by means of its close relationship to the work of the
Laboratory School, which provides for constant observation and partici-
pation in a real classroom situation. The materials of the course include
a study of research in usage and minimum essentials, sources of compo-
sition materials, methods of teaching creative writing, and suggestions
for handling socially useful activities in speech and communication. Pre-
requisites: English I and II, Literature I and II.
Recent Trends in the Teaching of Literature 3 semester hours credit
This course is designed to give a survey of contemporary methods
of teaching literature in secondary schools. Like the preceding course,,
it is closely related to the work of the Laboratory School through con-
stant observation and participation. Materials of the course include a
study of the scientific basis for extensive reading, remedial reading for
Indiana Catalogue Numuer
6J
junior and senior hip:h schools, and the selection and picscntation of
literature suitable for different types of students. Prerequisites: Ent^lish
I and II, Literature I and II.
SPEECH AND SPEECH CORRECTION CURRICULA
The speech curriculum has been added primarily to train teacher.s to
speak well. Those who wish to study speech, to teach it and coach speech
activities, can now meet the requirements for certification either in the
elementary or secondary curriculum.
/Speech Clinic is offered for service to those students in college who
need help in correcting^ dysphemia, dyslalia, and many other functional
disorders. For those students majoring in speech, methods in clinic
technique will be presented. The clinic is given with the full co-operation
of the Psycho-Educational Bureau in the new Laboratory School.
SPEECH CURRICULUM
REQUIRED OF ALL FRESHMEN
Clock Semester
Hours Hours
Fundamentals of Speech 3 3
(This course may not be counted in the 18-hour minimum
required for certification)
REQUIRED FOR ELECTIVE FIELD IN SPEECH
Speech Problems 3 2
Play Production 3 2
Interpretative Reading 3 2
Phonetics 2 2
ELECTIVES
In addition to the required courses listed above, a mini-
mum of 10 hours will be elected from the following:
Community Dramatics and Pageantry 3 2
Stagecraft and Scenic Design 4 2
Costuming and Make-up 3 2
Creative Dramatics 2 2
Psychology of Speech 3 3
Speech Pathology 3 3
Speech Clinic I 4 2
Speech Clinic 11 4 2
Argumentation and Debate 2 2
Voice and Diction 2 2.
64 Teachers College Bulletin
SPEECH CORRECTION CURRICULUM
The completion of twenty-foui- semester hours of approved courses
in speech correction in accordance with the following distribution is
necessary:
COURSES BASIC TO ALL SPECIAL CLASS CERTIFICATION
6 semester hours
Clock Semester
Hours Hours
* Psychology or Education of Atypical Children 3 3
Diagnostic Testing and Remedial Teaching 3 3
Mental Hygiene 3 3
COURSES DEFINITELY APPLICABLE TO THE PRACTICE OF
SPEECH CORRECTION
9 semester hours
*Speech Problems 2 2
*Speech Clinic (including Clinical Practice) 2 2
* Psychology of Speech 3 3
Phonetics 2 2
Special Methods in Speech Correction 3 3
Speech Pathology 3 3
SPEECH CORRECTION ELECTIVES
9 semester hours
Clinical Psychology 3 3
Mental Tests (group) 3 . 3
* *Mental Tests (individual) 3 3
**Speech Clinic (advanced) 2 2
Voice and Diction 2 2
Any excess in the first and second group may be applied
in the third group.
* Must be selected within these groups.
** Preferred electives.
In Teachers Colleg-es appi'oved for the education of speech correc-
tionists, students pursuing the four-year elementary curriculum may
elect speech correction as outlined above and omit specialization in kin-
dergarten-primary, intermediate or rural. On the satisfactory completion
of the basic elementary curriculum and seventeen semester hours in
speech correction, the student will receive the bachelor-of-science in edu-
<:ation degree with certification in the elementary field. On the satisfac-
tory completion of the twenty-four hours in speech correction, the stu-
dent will receive certification as a speech correctionist.
Indiana Catalogue Number 65
FOREIGN LANGUAGES
FnwAiU) NX', Iin:(,iii i:i(, llcul nj De/mrtment
The objectives of the Department of Foreign Languaj^es are two-
fold: the preparation of teachers in the various languaj^e fields; and the
})resontation of those lanpfuaR'es, and the cultui'os they represent, to the
non-specialist who wishes to bi'oaden his geneial education by some im-
mediate contact with them.
In recognition of this double function the basic courses in the ele-
mentary and intermediate areas of Spanish and French are designed
primarily for the general student. In them the central objective is the
attainment of a maximum reading ability. The formalities of grammar
are reduced to their functional minimum; oral drill serves to ensure a
faii'ly accurate pronunciation and to encourage automatic response to re-
curring basic phrase-units. In advanced courses sufficient attention is
given to those mechanics of the language necessary for its active use to
afford adequate preparation of the prospective teacher; here, also, gram-
mar is presented functionally through the medium of constant free com-
position. These courses are conducted so far as possible in French or
Spanish.
The Department of Foreign Languages attempts to correlate its
work in Spanish especially with the Departments of Music Education,
Business Education, Art, and other courses that present cultural phases
of Hispanic America.
A student majoring in a language must have a minimum of 24
semester hours in that language — 18 hours as listed under recommended
courses and 6 hours chosen from electives. A student minoring in a
language must have as a minimum the 18 hours of required work. If
possible, a language major should have at least the elementary work in
a related language. Electives will be offered as occasion demands.
FRENCH
COURSES RECOMMENDED FOR MAJORS AND MINORS
French I and II (Elementary French) 3 semester hours credit each
French III and IV (Intermediate French; 19th Century
and Contemporary French Prose and Poetry)
3 semester hours credit each
This lower division sequence I-IV covers the essentials of the lan-
guage, and should lead to the acquisition of sufficient vocabulary to permit
facile reading of standard modern French. Reading material is chosen, in
part, on a basis of social content, and affords an introductory survey of
French history and civilization; additional collateral readings in English.
Literary readings will be chosen on a basis of interest and pedagogical
merit from 1850 to the pi'esent time.
66 Teachers College Bulletin
Students who present one year of high-school French should take
French 11; those who present two years of high-school French should
take French III.
French V (.Seventeenth Century French History and
Literature) 3 semester hours credit
This course offers a survey of the main currents of the literary his-
tory of France, with stress on the eighteenth and the first half of the
nineteenth centuries. Consideration is given to social and political trends.
French VI: (Seventeenth Century French History and
Literature; Composition) 3 semester hours ci-edit
This is a study of the development of the classic spirit in literature
with consideration of its implications in relation to French national
character. On the linguistic side, this course presents an organized sur-
vey and review of the essentials of French grammar.
LATIN
COURSES RECOMMENDED FOR MAJORS AND MINORS
Latin I (Ovid and Virgil) 3 semester hours credit
The course includes study through lectures, references, and discussion
of the place of Latin culture in the modern world; reading from the works
of Virgil and Ovid; and study of essential vocabulary and grammar to
facilitate reading.
Latin II (Livy) 3 semester hours credit
This is a study of the development of Graeco-Latin culture and its
environment which includes reading of part of Livy's History of Rome,
with simple composition based on the content of the lectures and reading
text as an aid in mastering grammar.
SPANISH
COURSES RECOMMENDED FOR MAJORS AND MINORS
Spanish I and II (Elementary Spanish) 3 semester hours ci-edit each
Spanish III and IV (Intermediate Spanish) 3 semester hours credit each
The objectives and methods of these course sequences parallel those
of Elementary and Intermediate French I-IV.
Spanish V (The Nineteenth Century in .Spain and Latin America)
3 semester hours credit
This course aims to present a coherent survey of the literary history
of the nineteenth century, with due consideration of the social factors
and events underlying it.
Spanish VI (Survey of Spanish and Latin-American Literature from
the Origins to the Nineteenth Century) 3 semester hours credit
This is a survey of the main currents of the literary history of Spain
and Latin America, with stress on the seventeenth century in .Spain.
Indiana Cmauxaiv. Numbfr 67
GEOGRAPHY
I.AWKKNCi; C. Davis, Uc.iJ nf Dtpdrtvieni
Paul H. Boyts Nokah I-. Zink
The geopjraphy depaitnient at Indiana maintains two curricula. One
is arrang'ed to provide Kt'"K'i''iphy majors and minors in the second/i? y
education field with the knowledge, skill, and ability to present J?:eo-
g-raphic education at the secondary level. The second curriculum offered
principally for primary and inteimediate students, is planned and exe-
cuted to give students in those curricula the fundamentals of knowledge
and skill necessary to present to young children the understanding.^ of
peoples so necessary for peace and progress. Principles of Geography
and Economic Geography are fundamental to both curricula, while Geog-
raphy of United States and Canada, Geography of Latin America, Con-
servation of Natural Resources, and Geography of Pacific Realm are
taught especially for either secondary or elementai-y students in classes
where attention is given to the particular needs of each group. Electives —
Field Geography, Climatology and Meteorology, Conservation of Natural
Resources, and Geography of Pennsylvania are offered to enrich the
geography curriculum.
Twenty-four hours of work are required for a geography major and
eighteen hours for a geography minor.
The geog!aphv worlc includes lectures, assigned readin^-s. class dis-
cussions, and conferences. Much of the work however consists of indi-
vidual and group laboratory projects, field trips, field work, and obser-
vation work in the Laboratory School.
*CORE COURSES
Principles of Geography 3 semester houi-s credit
This is an introductory course in which is developed an understand-
ing of geography as the science of interrelationships between man and
his natural environment through a study of world patterns of human
occupance and related patterns of soil, climate, vegetation, topography,
and mineral resources.
Economic Geography 3 semester hours credit
This course develops an undei standing of world patterns of produc-
ing and consuming regions, world-trade movements, population distribu-
tions, national aggregations, and the related natural factors, thus fur-
nishing a background for the study of regional geography and for teach-
ing geography. Prerequisites: Principles of Geography.
The core courses are required as prerequisites for all other courses,
except by special arrangement.
* Courses required in the Elementary and Secondary Education curricula.
68 Teachers Collegh Bulletin
COURSES RECOMMENDED FOR MAJORS AND MINORS
Geography of the United States and Canada 3 semester hours credit
This course provides an intensive study of (1) the geographic re-
gions of these two countries, (2) the political units, (3) the interrelation-
ships between these sections and other parts of the world.
Geography of Latin America 3 semester hours credit
This is a study of regional adjustments to the natural environmental
factors in Middle and South America, with special emphasis on Pan-
American relations and understandings.
Geography of Europe 3 semester hours credit
In this course an intensive analysis and investigation of the natural,
political, and economic regions of Europe goes forward concurrently with
an investigation of the position of Europe in world affairs.
Geography of the Pacific Realm 3 semester hours credit
This course is an intensive investigation of the natural factors func-
tioning in the geographic, economic, and political regions of Asia, Aus-
tralia, and the Islands of the Pacific in the light of their function in the
evolution of national and economic problems.
ELECTIVES FOR ELEMENTARY .STUDENTS
United States and Canada (Elementary) 3 semester hours credit
In this course a study is made of the distribution of people, the pat-
terns of land utilization, and the reasons for both of these in the United
States and Canada. Human-use regions form the basis of study, and an
understanding is gained of these two countries.
Geography of Pacific Realm (Elementai-y) 3 semester hours credit
This course comprises a study of the human-use regions of Europe
and Asia in which the relationship between man's activities and his
natural environment is shown. Other items, such as the standard of
living, cultural traits of the people, etc. are considered in their relation
to man's activities.
In both the above courses special attention is given to the needs of
elementary teachers in the matters of unit organization, selection of
materials, and teaching techniques in geographic education.
Conservation of Natural Resources (Elementary)
3 semester hours credit
This course considers the natural resources of our country, the pres-
ent use of them and means for conserving or increasing them. Special
attention is given to conservation problems adapted to study in the ele-
mentary school. Field trips are taken, units are written, and materials
are collected.
Indiana Catalogue Number '>9
ELECTIVES
Climatolosy and MeteoroloRy P, semester hours credit
This course is a systematic study of climatic phenomena and of
world climatic regions. It includes a study of the United States Weather
Bureau and its work. Elementary weather forecasting is done by the
g'roup. A co-operative weather station is operated by the class. Ex-
perience is given in securing, organizing, and interpreting climatological
materials.
Physiography 3 semester houis credit
This is an intensive study of the major physical features of the earth
and their relation to human life.
Conservation of Natural Resources 3 semester hours credit
This is an intensive study of the extent, variety, and utilization of
our natural resources, and of methods of consei"vation. The work includes
guided individual and group experiences in collecting, organizina:, and
teaching conservation material; and field trips in nearby districts.
Commercial and Industrial Geography 3 semester hours credit
This course has for its major aims the development of geographic
concepts of the bases of modern industry and commerce.
Trade and Transportation 3 semester hours credit
This course makes a survey of the geographic bases for types,
amounts, dii'ections, and interrelations of the world's trade and trans-
portation.
Geography of Pennsylvania 2 semester hours credit
This course is a study of the major work activities of Pennsylvania
from the standpoint of geographic planning. It considers, also, the rela-
tion of Pennsylvania to the United .States and the rest of the world, and
the work and population patterns of the state in relation to present and
future resources. The work includes Laboratory School and college
classroom experiences in preparing and teaching the Geography of Penn-
sylvania.
Techniques and Materials in Modern Geography 3 semester hours credit
This course is an intensive study of modern techniques, geographic
materials, and current curricula in geography.
Course in Field Geography 3 semester hours credit
In this course an intensive field study of a small area near Indiana
is made. It gives the foundation for subsequent independent investiga-
tions and for teaching field geography in high schools. The work con-
sists of individual field work followed by group activity in the collection,
-organization, and presentation of geographic I'esults.
Reconnaissance Field Studies in Geography 3 semester hours credit
These courses provide for actual field investigation of selected geo-
graphic regions. Opportunities are provided for travel study based on
the use of accepted techniques for field investigation. Group field study
is made, using accepted techniques, followed by individual wTitten re-
ports.
70 Teachers College Bulletin
HEALTH AND PHYSICAL EDUCATION
George P. Miller, Hc.id of Departm.nt
Lena Ellenberger Maude McDevitt
Malinda Hamblen Esther Snell
Katherine Griffith Robert Timmons
The Physical Education Department conducts classes in health edu-
cation and the teaching of health and organizes the physical-education
activities, intramural sports, and va' sity athletics. A very comprehen-
sive range of activities is provided in this department to meet the indi-
vidual needs of the students. We bel'eve that human joy and happiness
are synonymous with health and physical education. Learning: to take
care of our bodies and to participate in games with others are our major
objectives.
HEALTH EDUCATION
The new curriculum uses the term Health Education to include both
the activity courses and the personal and community hygiene courses
prescribed for freshmen. The introductory courses present the basic
knowledge essential to healthful living and also develop familiarity with
the fundamentals of rhythmic activities and the fundamental skills
needed for successful participation in individual and team sports. All
students take one year of these prercribed activities, adapted to their
needs and capacities.
Health Education I (Physical Education and Personal Hygiene)
2 semester hours credit
The purpose of the course is to incorporate the theory of health with
the practice of it. This course includes: (1) follow-up work after the
entrance medical examination in the fall, (2) the study of individual
health habits and attitudes, and (3) problems of personal and community
health, and personal hygiene.
Health Education II (Physical Education and Personal Hygiene)
2 semester hours credit
This course logically follows Health Education I. Follow-up work
in hygiene is continued, i.e., any physical defects that were not overcome
in the first semester receive attention. The major emphasis, however, is
placed on home, school, and community aspects of health. Music stu-
dents take Eurythmics.
Indiana Catalogue Number 71
Teachiiijj- of Heallh 2 semester hours credit
This course accjuaints the student with the essential facts that chil-
dren of the elementary and secondary schools need in order to develop
the habits, attitudes, and knowledj^e necessary for healthful livinj?. In-
struction is R-iven in the proper examination of the eyes and ears of
school children. Demonstrations of the use of the audiometer and other
equipment employed for these purposes are given in the psychological
clinic.
Tuberculin Test. For the last four years the tuberculin test has been
given to entering freshmen and made available for such upper classmen
as were interested in taking advantage of this scientific method of early
diagnosis of a preventable disease. This test is now a regular require-
ment for the entering freshman class. The State Department of Health
conducts these tests fi'ee of charge.
PHYSICAL EDUCATION ACTIVITIES
Physical Activities No credit
As a requirement for graduation all students must participate in
physical activities each semester, except when taking a prescribed physi-
cal-education course or when doing student teaching.
To satisfy this state requirement an elective program of physical
activities has been inaugurated as follows: individual sports, rhythmic
activities, club activities, men's intramural progi*am. Women's Athletic
Association intramural program, and varsity program.
Physical Activities H 1 and H 2 1 semester hour credit each
These courses, which are required of all Home Economics students,
comprise floor work and swimming. Students must pass a test in swim-
ming before securing credit.
Individual Sports. These activities include swimming, golf, archery,
tennis, badminton, bicycling, winter sports, and other minor games for
women and men, and in addition to the above, boxing and wrestling.
Clubs. Any of the above sports may be organized and participated
in by groups or clubs.
Rhythmic Activities. These courses give opportunity to select a
dancing activity in which the student has keen interest or specific abil-
ity. Social, Clog, Tap, and Folk Dancing are oflFered for both men and
women. Backgrounds of the Modern Dance and Modern Dance Forms
are offered to women only.
Men's Intramural Sports. A well-organized and varied program of
sports and athletics is incorporated in the intramural program for men.
This group offers all men students a chance to learn the fundamentals of
major sports, and, through participation, makes available to large num-
bers of students, the physical, mental, and social benefits that come from
Teachers College Bulletin
organized team play. The program has been expanded to meet the needs
of the new curricula in the College, so that fall, winter, and spring sports
are now available. The program includes the following sports: archery,
badminton, basketball, boxing, cross country, football (six-man, and
touch), handball, horseshoes, outdoor winter sports (skiing, toboganning,
and skating), ping pong, rifle, soccer, softball, speedball, swimming, ten-
nis, track, volleyball, and wrestling. Intramural Sports Days were in-
troduced several years ago. These not only broaden the scope of the
program but also afford the students the educational opportunity of see-
ing another college in action.
Women's Intramural Sports. The women's athletic activities pro-
vide opportunity for college women to learn a variety of sport skills.
Each activity, including instruction, practice, and competition extends
approximately over a nine-week period. Intercollegiate Sports Days
occasionally pei'mit women to compete with other colleges. This oppor-
tunity to be hosts to visiting teams and guests at other colleges provides
desirable social and educational experiences.
Varsity Athletics. Clean, wholesome athletic rivalry has a very vital
place in the training of teachers. It provides opportunity for the man of
exceptional ability to utilize his skill. He represents the College in inter-
collegiate competition. Through the contacts, adjustments, and sacrifices
necessary during his training period and in the games, his educational
vision is broadened. Varsity athletics also pi'ovide a rallying point
around which students, faculty, alumni, and friends express their loyalty
and support for their Alma Mater. Varsity teams in football, basket-
ball, baseball, tennis, track, wrestling, boxing, riflery, and swimming
have been organized.
Indiana Catalogue Number 7J
MATHEMATICS
Joy MaiiacHHK, lh\id of Department
Leroy H. Schnell
A student majoring in mathematics must have a minimum of 24
semester hours in mathematics — 18 hours as listed under lecommended
courses and 6 hours chosen from the electives. A student minoring in
mathematics must have as a minimum the 18 hours of required work.
It is important for the student to take the courses in the sequence listed
below, beginning with College Algebra in the second semester of the
freshman year.
coursp:s recommended for majors and minors
College Algebra I 3 semester hours credit
This is the first course in pure mathematics and includes the study
of fundamental operations, factoring and fractions, exponents, functions
and their graphs, linear, quadratic, and systems of equations, proportion
and variation, progressions, mathematical induction, logarithms, simple
determinants, permutations and combinations.
Trigonometry 3 semester hours credit
This course provides a background for advanced work in mathe-
matics and for teaching secondary mathematics, as well as the mathe-
matical equipment necessary in the sciences. It includes a study of in-
direct measurement through the solution of triangles and of trigono-
metric analysis through the relationships between trigonometric func-
tions. Prerequisite: College Algebra I.
Analytical Geometry 3 semester hours credit
This course analyzes geometx'y by applying the algebraic techniques.
The major topics considered are Cartesian co-ordinates; properties of the
straight line, circle, parabola, ellipse, and hyperbola; tangents; polar
co-ordinates; transformations; and loci. Prerequisites: College Algebra
I and Trigonometry, except by special arrangement.
Differential Calculus 3 semester hours credit
This course includes the functions, limits, rules of differentiation,
genei'al theorems of differentiation, maxima and minima, successive dif-
ferentiation, applications of the derivatives to physical problems, and
partial differentiation. Prerequisites: College Algebra, Trigonometry,
and Analytical Geometry.
74 Teachers College Bulletin
Integral Calculus 3 semester hours credit
Integral Calculus includes the study of rules for integrating standard
forms, the definite integral, integration, formulas, methods of integra-
tion, integration as the limit of a sum, multiple integration, and applica-
tions to physical problems. Prerequisite: Differential Calculus.
Statistics 3 semester hours credit
The course covers the use of graphs, frequency distributions, aver-
ages, measures of central tendency and dispersion, sampling, correlation,
curve-fitting, the point binominal, and the normal curve. Emphasis is
placed on development of formulas, as well as on skill in using them.
Prerequisite: Differential Calculus.
ELECTIVE COURSES
History of Mathematics 3 semester hours credit
The purposes of this course are: to develop a knowledge of the
growth of mathematics through the centuries and of the men who con-
tributed to it; to provide an enriched background for students preparing
to teach mathematics; and to serve as an integrating course for units of
mathematics previously taught. Prerequisite: Analytical Geometry
•College Algebra II 3 semester hours credit
This is a second course in Algebra designed to develop a knowledge
of the algebraic theory and skill in the processes. It includes a study of
theory of equations, determinants, partial fractions, infinite series, com-
plex numbers, cubic and biquartic equations, and mathematics of invest-
ment. Prerequisite: Analytical Geometry.
Applied Mathematics 3 semester hours credit
This course includes the solution of problems selected from many
fields of study. The main purpose of the course is to give the student a
broad understanding of the power of mathematics in order that his teach-
ing of secondary mathematics shall be effective.
Synthetic Geometry 3 semester hours credit
This course co-ordinates and extends the skills in geometry, presents
some of the woi'ld's problems in geometry, and develops ability to make
constructions of a higher order than that done in other fields of mathe-
matics. The method of proof is extended to cover all those usually em-
ployed in mathematics.
Teaching of Junior-Senior High School Mathematics
3 semester hours credit
The major objective is to prepare teachers for the modern high-
school curriculum. Units include content of curriculum, philosophy, cur-
rent literature, methods of instruction, use of field instruments, unit and
lesson planning, testing, grading, observation, and participation.
Indiana Catalogue Number 75
COURSES FOR ELEMENTARY CURRICULUM
Curriculum in Arithmetic 2 semester hours credit
This is the first course in arithmetic for all students in the ele-
mentary curriculum. It is a study of the content of arithmetic in the
elementary schools, the psycholoji^y of arithmetic, and the underlying
principles and techniques in the teachinj^: of arithmetic in the primary
grades. Special attention is j»iven to worthwhile researches, courses of
study, textbooks, useful materials, testing, and the social values of
arithmetic.
Teaching of Arithmetic 3 semester hours credit
This course is designed for those students who expect to teach in
grades four to eight. It is a study of grade placement of arithmetic
topics, modern methods of teaching arithmetic, principles to be applied
in meeting the needs of individual pupils, testing programs, textbooks
and other materials, social and business uses of arithmetic, and expeit
teaching as observed in the Laboratory School. Prerequisite: Curriculum
in Arithmetic.
76 Teachers College Bulletin
SCIENCE
Thomas Smyth, Head of Department
Ruth V. Brenneman Merrill B. Iams
Beatty Dimit Dwight E. Sollberger
Wilber Emmert Fred W. Tracy
The State requires a minimum of 24 semester hours for a major (or
minor) in Science. The core requirement of a year in the biological-
science survejf course (6 hours) followed by a year in the physical-science
survey course (6 houis) may be waived in favor of the general course in
botany or zoology and in physics or chemistry, respectively, provided
the student is majoring in science and has obtained the approval of the
department head.
A major in science should be selected in the field of the biological
sciences or the physical sciences. The major in biology requires a year
each of general zoology (6 hours) and of general botany (6 hours) plus
electives in biology to give a minimum total of 24 hours and gives cer-
tification to teach general science and biology. The major in the physical
sciences requires a year of general inorganic chemistry (8 hours) and a
year of general physics (8 hours) plus electives from the physical science
field to give a minimum total of 24 hours and gives certification to teach
general science, chemistry, and physics. A biology major may meet
minimum requirements to teach chemistry and physics by taking the
general chemistry (8 hours) and general physics (8 hours). A physical
science major may meet minimum requirements to teach biology by tak-
ing general zoology (6 hours) and general botany (6 hours).
It is urged that all students who^e primary interest is science attempt to
achieve the following: first, that they have either a biological- or a
physical-science major; second, that they meet the minimum require-
ments to teach in some field other than science; third, that they get the
basic general courses in the field of science other than the major in order
to be certificated for all high-school science. Anything beyond this could
advantageously be applied in the field of greatest interest to prepare
better for teaching and for graduate work.
BIOLOGICAL SCIENCE
*CORE COURSES
Biological Science I and II 6 semester hours credit
This is a course in the principles of biology. The physical basis of
life, metabolism of plants and animals, and the classification of plants
and animals are included in the work of the first semester. In the second
semester certain special fields of biology particularly useful to the
♦ Courses required in the Elementary and Secondary Education curricula.
Indiana Catalogue Number 77
teacher are considered. These include the sense organs, nervous system,
muscles, endocrine glands, heredity, eugenics and evolution. Field trips
emphasizing identification of biological forms are required, 2 hours lec-
ture; 2 hours laboratory per week.
REQUIRED COURSE FOR SPECIAL DEPARTMENTS
Biological Science SI) 3 semester hours credit
This is a one-semester course for students from special departments
who are required to take a shorter course than the regular session course.
It is a condensation of the full-year course. 2 hours lecture; 2 hours
laboratory. First and second semesters.
REQUIRED COURSE FOR ELEMENTARY
EDUCATION STUDENTS
Curriculum in Elementary Science 3 semester hours credit
This course in the new curriculum replaces the old nature study
course and is required of elementary seniors. Based on the year of bio-
logical science and the year of physical science it takes up something of
the planning and presentation of material suitable to the elementary
field; requires participation in activities such as nature games, bird hikes,
making of bird boxes, leaf prints and casts, nature trails, keeping of
pets, and plant propagation with individual bench space in greenhouse.
Attention is directed to the literature of the elementary nature or science
field and to the set-up of elementary science curricula. 2 hours lecture;
2 hours laboratory per week.
REQUIRED COURSES FOR BIOLOGICAL
SCIENCE MAJORS
General Botany I and II 8 semester hours credit
This course is designed to give students majoring in biology a thor-
ough groundwork in the fundamentals of botany. During the first half
of the first semester an introductory study is made of the taxonomy of
ferns, fern allies, trees, and fall flowers. The remainder of the semester
is devoted to a study of the structure and physiology of the seed plants.
During the second semester a careful study is made of the structure and
life histories of representatives of the Thallophytes, Bryophytes, and
Pteridophytes. The local spring flora is studied during the latter part of
the second semester. 2 hours lecture; 3 hours laboratory per week.
General Zoology I and II 6 semester hours credit
Zoology I deals with the invertebrates. The course is introduced
through indoor and outdoor studies of the Arthropods. Subsequently the
remaining invertebrate gi'oups, starting with the Protozoa, are consid-
ered in hylogenetic sequence. First semester.
78 Teachers College Bulletin
Zoology II concentrates on the Phylum Chordata. Scant attention
is given to taxonomy (see special course), emphasis being placed on the
biology of the classes. Economic relations are touched upon. The first
part of the semester the laboratory studies center on the external char-
acteristics of the vertebrates, while most of the last half is devoted to a
detailed study of the frog as a generalized vei'tebrate. Second semester,
2 hours lecture; 3 hours laboratory per week.
ELECTIVES FOR BIOLOGICAL SCIENCE MAJORS
General Entomology 3 semester hours credit
This is an introduction to the orders of insects, considering their
chai'acteristics, habits, economic relations, together with the collecting
and identifying of representative forms from western Pennsylvania.
Summer only. 2 hours lecture; 3 hours laboratory per week.
Ecology 3 semester hours credit
This is a study of the interrelations and adaptations of plants and
animals and includes consideration of physical as well as biotic environ-
mental factors. Field trips are taken to study various types of ecologic
situations. 2 hours lecture; 3 hours laboratory per week.
Conservation of Plant and Animal Resources 3 semester hours credit
In this course attention is directed to a rich native fauna and flora,
to the grave dangers threatening many species, to a consideration of the
various practices that may help preserve valuable species from extermi-
nation. Prerequisite: Biological Science or equivalent. First semester,
2 hours lecture; 3 hours laboratory per week.
Systematic Vertebrate Zoology 3 semester hours credit
This course deals with the vertebrates which are likely to be en-
counteied in Pennsylvania. Birds are not included. (See Ornithology.)
Considerable practice is given in the identification of fish, amphibia, rep-
tiles, and mammals. The study of the life-histories of the various forms
is emphasized. Field trips are required. No prerequisites. 3 two-hour
laboratory periods per week.
Vertebrate Anatomy 3 semester hours credit
This course is devoted to a study of the structure of the fish, am-
phibian, and mammal. Emphasis is placed on the mammal study. The
shark and cat are dissected individually and the amphibian is done by
demonstration. This course may precede or follow Vertebrate Zoology I.
Prerequisite: Zoology II. 3 two-hour laboratory periods per week.
General Ornithology 3 semester hours credit
This course presents an introduction to bird study. The course in-
cludes discussions based on the biology of birds, laboratory work with
study concerned with the skins, and field observations. It acquaints one
with the common birds of western Pennsylvania. There will be early
morning field trips in late spring. Field glasses are desirable. iSecond
semester and summer. 2 hours lecture; 3 hours laboratory per week.
Indiana Catalogue Number 79'
Field Botany 3 semester hours credit
This is an advanced couise in the taxonomy of the vascular plants of
the region. It includes the ferns, fern allies, shrubs, trees, and herbace-
ous plants of the region. The use of the standard manuals for the iden-
tification of plant materials is stressed. 2 hours lecture; 3 hours labora-
toi'y per week. Offered in summer only.
PHYSICAL SCIENCES
*CORE COURSES
Physical Science I and II 6 semester hours credit
This is a general introductory course on the college level drawing its
material from the fields of astronomy, physics, chemistry, geology, and
meteorology. This material is organized into a number of large basic
study units. The course attempts to furnish sufficient scientific informa-
tion for a broad cultural backgi'ound and an appreciation of the contribu-
tions of physical science to modern living. 2 hours lecture; 2 hours
laboratory per week.
REQUIRED COURSE FOR SPECIAL DEPARTMENTS
Physical Science SD 3 semester hours credit
This course is a condensation of Physical Science I and II into the
limits of one semester as required for students in Art and Music. 2 hours
lecture; 2 hours laboratory per week.
REQUIRED COURSES FOR PHYSICAL SCIENCE MAJORS
Inorganic Chemistry I and II 8 semester hours credit
Chemistry I includes the study of non-metals, gas laws, valence,
gram-molecular volume, ionization, solutions, oxidation and reduction.
Chemistry II includes atomic structure and periodic classification of ele-
ments, the metals, and simple qualitative tests for cations and anions.
3 hours lecture; 3' hours laboratory per week.
Physics I and II 8 semester hours credit
These two courses constitute the usual first year's work in general
college physics. In the first semester mechanics and heat are studied; in
the second, electricity, sound, and light. A good working knowledge of
plane trigonometry is a prerequisite. 3 hours lecture; 3 hours laboratory
per week.
* Courses required in the Elementary and Secondary Education curricula.
so Teachers College Bulletin
ELECTIVES FOR PHYSICAL SCIENCE MAJORS
CHEMISTRY
Qualitative Analysis 3 semester hours credit
This is a study of the theoretical principles and practices underlying
analytical chemistry. These principles are exemplified in practice by
developing the pi'eliminary and systematic procedures for the qualitative
detection and identification of the common cations and anions. Mastery
is inculcated by solving typical problems and identifying unknowns of in-
creasing complexity. 1 hour lecture; 6 hours laboratory per week. First
semester, odd years. Prerequisite: Inorganic Chemistry.
Quantitative Analysis 3 semester hours credit
This course gives introductory training in the theory and practice
of gravimetric, volumetric, colorimetric, and electrolytic separations and
calculations on a quantitative basis. Students will visit commercial and
control laboratories employing quantitative techniques. 1 hour lecture;
6 hours laboratory per week. Second semester, odd years. Prerequisite:
Qualitative Analysis.
Organic Chemistry 3 semester hours credit
This is a study of the propei'ties and class reactions of various ali-
phatic compounds followed by a brief introduction to the aromatic series.
Micro-techniques are employed in addition to the usual preparations and
reactions. 2 hours lecture; 3 hours laboratory per week. First semester,
even years. Prei'equisite : Inorganic Chemistry.
Biological Chemistry 3 semester hours credit
This course includes the chemistry of proteins, fats, carbohydrates,
minerals, and vitamins, and biological functions of each; studies the
digestive and metabolic reactions by test meals and urine analyses. Ani-
mal feeding tests will supplement laboratory and lecture work. 2 hours
lecture; 3 hours laboratory per week. Second semester. Prerequisite:
Organic Chemistry.
Inorganic Preparations 3 semester hours credit
This course includes a discussion of principles, review of previous
■work, and problems. Preparation of inorganic compounds. Prerequisite:
Inorganic Chemistry I and II.
Physical Chemistry 3 semester hours credit
This course considers the phase rule; properties of solutions; liquids,
solids, and gases; surface tension; vapor pressures; osmotic pressures;
chemical cells, buffers; indicators; oxidation-reduction potentials; physi-
cal conditions affecting chemical equilibria. Laboratory work applying
these principles. 2 hours lecture; 3 hours laboratory per week. Pre-
requisites: Inorganic Chemistry I and II, Physics I and II.
Indiana CAiALOouii Numbkr 81
Techniques of Chemical Laboratory Mana)?ement 3 semester hours credit
This course includes the following: laboratory planninj?, equipment,
care, storajye, buyiiiK. the niakinp: of solutions from stock supjjlies, the
setting up of apparatus for class demonstration puiposes. Prere(|uisite:
At least 14 semester hours of chemistry.
Colloid Chemistry 3 semester hours credit
This course consists of discussion and laboratory work dealing with
the theory of colloidal behavior. Stress will be placed upon proteins and
other materials encountered in the colloidal state which are important in
nature or industry. 2 hours lecture; 3 hours laboratory per week. Pre-
requisite: Inorganic and preferably Organic Chemistry.
PHYSICS
Physics III (Modern Physics) 3 semester hours credit
Included in this course are the major developments in physics since
1895; x-rays, electronics, modern conception of matter and energy.
2 hours lecture; 3 hours laboratory per week. Prerequisites: Physics I
and II.
Physics IV (Mechanics) 3 semester hours credit
This course is an introduction to more advanced topics in general
mechanics. Of special value for students majoring in mathematics.
2 hours lecture; 3 hours laboratory per week. Prerequisites: Physics I
and II, and Calculus co-requisite.
Physics V (Electricity and Magnetism) 3 semester hours credit
Altei'nating current theory is stressed in this course. 2 hours lec-
ture; 3 hours laboratory per week. Prerequisites: Physics I and II, and
Calculus co-requisite.
Physics VI (Optics) 3 semester hours credit
Selected topics of a more advanced nature than is possible in Physics
II form the basis for this course. 2 hours lecture; 3 hours laboratory per
week. Prerequisites: Physics I and II, and Calculus co-requisite.
Physics VII (Physical Laboratory) 3 semester hours credit
This course considers installation, adjustment, use and care of
physics laboratory appai-atus, and equipment for large and small high
schools. Techniques in planning and developing elementary research
projects suitable for secondary-school demonstrations. Prerequisites:
Physics I and II.
82 Teachers College Bulletin
Physics VIII (Radio and Television) 3 semester hours credit
Receiver, transmitter, and power-supply theory and design; tube
characteristics; mechanical and electronic television are topics this course
considers. It is less advanced than Physics V. 2 hours lecture; 3 hours
laboratory per week. Prerequisites: Physics I and II.
REQUIRED COURSES FOR STUDENTS IN
HOME ECONOMICS
Inorganic Chemistry I-H 4 semester hours credit
This course is planned for home economics students. It includes an
introductory study of the non-metals, gas laws, atomic structure, valence,
ionization, solutions, oxidation and reduction, and the periodic classifica-
tion of the elements. 2 hours lecture and 6 hours laboratory per week.
Organic Chemistry H 2 semester hours ci-edit
This course includes a brief study of the aliphatic organic compounds
for home economics students. Emphasis is placed on household and bio-
logical applications. 1 hour lecture; 3 hours laboratory per week. First
semester. Prerequisite: Inorganic Chemisti-y I-H.
Physiological Chemistry H 2 semester hours credit
This course is designed for home economics students. It includes an
introductory study of the physiological functions of minerals, proteins,
carbohydrates, fats, and vitamins together with the chemistry of diges-
tion, absorption, and metabolism. 1 hour lecture; 3 hours laboratory per
week. Second semester. Prerequisite: Organic Chemistry-H.
Physiology H 3 semester hours credit
This course is planned particularly for students in the Department of
Home Economics. The physiology and related anatomy of the human
body constitutes most of the subject matter. Several weeks of laboratory
work is done on the white rat to illustrate digestion, circulation, etc.
2 hours lecture* 3 hours laboratory per week. First and second semesters.
Bacteriology 3 semester hours credit
This course is primarily for home economics and biology students.
A general one-semester course dealing with bacteria in the various rela-
tions to man. Prerequisite: Biological Science or equivalent. 2 hours
lecture; 3 hours laboratory per week. First and second semesters.
Indiana Catalogue Number 83
ELECTIVES
Historical Geology 3 semestor hours ciciit
This is an elementary course in the ^eoloffic history of the earth as
recorded in its rocks and fossils. Laboratory work on fossils, rocks, and
minerals is included. Much time is spent in field work in the vicinity of
the school. Not open to freshmen. 2 hours lecture; 2 hours laboratory
per week.
Descriptive Astronomy 2 semester hours credit
This course is designed to fit the teacher to handle those phases of
elementary science, junior-high-school science, and physics which deal
with those forces and phenomena of our universe. This is a non-mathe-
matical course. Field trips, laboratoi'y work, and observations supple-
ment the classroom activities.
Civil Aeronautics 4 semester hours credit
The personnel of this course depends upon the completion of one
year of college work and the passing of a physical examination. The
Federal Government sponsors the woi'k and the student must pass the
federal examination in Civil Air Regulations, Meteorology, and Naviga-
tion to receive credit. Flight work at the local airport is included. Stu-
dents may register for three hours credit if the flight work is not taken.
84 Teachers College Bulletin
SOCIAL STUDIES
W. M. Whitmyre, Head of Department
Ethel A. Belden C. M. Johnson
Ralph E. Heiges Earl E. Prugh
Florence Wallace
A student majoring in social studies must have a minimum of
twenty-four semester hours in that field. In addition to the core sub-
jects, three hours of modern European history and six hours of United
States history are recommended.
A student minoring in social studies must have as a minimum,
eighteen hours of required vi^oi'k.
Every candidate for certification in social studies must have at least
nine hours in the field of social sciences.
*CORE COURSES
HISTORY
History of Civilization 4 semester hours credit
A survey of the development of institutions and culture in the West-
ern World is presented in this course. The creation and transmission of
the cultural heritage is discussed with special emphasis placed upon the
contribution to contemporary life of the so-called pre-historic period, the
Ancient Orient, Greece, Rome, Medieval Europe, the Renaissance, and
Modern Times.
SOCIAL SCIENCES
American Government 3 semester hours credit
This course includes a study of the basic principles of American .
government, the constitution of the United States, the machinery
through which it works, and some of its major problems. In the study of
federal, state, and local government, attention is given to current prob-
lems.
Principles of Economics 3 semester hours credit
A preliminary analysis of the major principles underlying the work-
ings of our economic system; principles that are utilized daily by enter-
prisers, land-owners, wage-earners, and capitalists. Specific attention is
given to the nature and methods of economics as a social science and the
processes of production and consumption.
• Courses required in the Elementary and Secondary Hducation curricula.
Indiana Catalogue Number 85
Principles of Sociology 3 semester hours credit
This course aims at presenting a basis for a scientific understanding
of society and for further study in the field of sociology or social work.
Emphasis is placed upon social institutions; the class structure of society;
collective behavior; social processes; social control; social problems; laws
of social evolution; relation between society and the individual.
COURSES RECOMMENDED FOR MAJORS AND MINORS
HISTORY
Modern European History 3 semester hours credit
This course is designed as an introduction to contemporary national
and international problems. It treats of the \«ork of the Congress of
Vienna in reshaping the map of Europe, the Industrial Revolution, the
development of Italian and German unity, the intellectual achievements
of the 19th century, and imperialism in Afi'ica and the Orient. Special
attention is paid to basic trends underlying pre-war diplomacy, the Great
War and the peace settlements.
History of the United States I 3 semester hours credit
This course covers the period from European beginnings to 18G5. It
is a study of several units or movements within this time rather than an
exhaustive chronological treatment. Much emphasis is placed on sources,
criticisms, and writings. Discussion is the basis of class presentation.
Social and Industrial History of the United States
3 semester hours credit
This is a study of causes and tendencies, not a mei-e narration of
observed facts. It is an attempt to describe the origin and development
of economic and social institutions and to explain present problems by
setting forth the historical backgi-ound. Prerequisite: History of United
States I.
ELECTIVES
HISTORY
Early European History 3 semester hours credit
This is a study of the political and cultural development of Europe
during the early modern period, 1500-1815. It treats of the emergence
of national states, the expansion of European civilization, and of the
political, social, economic, and intellectual developments of the 18th
century.
66 Teachers College Bulletin
History of England 3 semester hours credit
This is a sui'vey of the social, economic, constitutional, intellectual,
and religious phases of English history. Trends and movements are em-
phasized. Facts presented are carefully selected for their significance
in the evolution of England. This course provides a background for the
better understanding of American history and English literature.
Europe Since the World War 3 semester hours credit
This course covers the period from the Treaty of Versailles to the
present time. Stress is laid on those developments which at this time
seem most significant. iSome of the problems discussed are: interna-
tional conferences and their results, national minorities, contemporary
imperialism, the rise of Fascism, Communism and Naziism, the changing
British Empire, the Rome-Berlin Axis, and the coming of the present
European war.
The Frontier in American History 3 semester hours credit
This is a narrative and interpretative survey of the principal events
and movements in the history of the American West from "the coming
of the White Man" to the passing of the frontier during the closing days
of the last century. Special emphasis is placed on the significant char-
acteristics of the several frontier communities and their influence upon
the economic, social, and political development of the United States.
Prerequisites: History of United States I; Social and Industrial History
of the United States; or by permission of the head of the department.
Latin-American History 3 semester hours credit
This is a brief survey of the history of the Latin-American states.
The importance of Latin-American political, economic, and social develop-
ment warrants the inclusion of this course in the curricula of teacher-
training institutions. The problems of maintaining friendly relations
among the nations of the Americas will be made easier if a mutual
understanding of their peoples and institutions can be brought about.
SOCIAL SCIENCES
Civic Education 3 semester hours credit
iSee page 55.
Comparative Government 3 semester hours credit
This is a study of the structure, organization, and process of govern-
ment in the chief European countries. Emphasis is placed upon the
functioning of these governments and upon the essential differences be-
tween democracies and dictatorships. Prerequisite: American Govern-
ment.
Economics 11 3 semester hours credit
A course in applied economics, this subject deals with background
and characteristics of such current economic problems as tariff and inter-
Indiana Catalogue Number 87
national trade, agriculture, railway and industrial consolidation, money
and credit, the consumer problems, etc. Major emphasis is placed on the
relationship of these problems to the present economic and industrial
situation. Prerequisite: Principles of Economics or Economics I.
Constitutional History and Law 3 semester hours credit
This course is designed principally for history majors. It is organ-
ized to supplement the student's knowledge of American government and
history. Approximately sixty cases from Constitutional Law are read
and analyzed in class. Attention is also given to the part that the pre-
vious experience of justices plays in their decisions.
REQUIRED COURSES FOR ELEMENTARY
EDUCATION STUDENTS
United States History Before 186.'5 3 semester hours credit
This course covers the period to 1865. It emphasizes the background
and origins of those institutions and principles which were to become the
basis of the American way of life. It traces the development of political
parties, the expansion of the West, the growth of the American institu-
tion of government, the development of national feeling, and the appear-
ance of sectional problems leading to the Civil War.
United States History Since 1865 3 semester hours credit
This course purports to show the growth of agricultural and indus-
trial interests in the United States since 1865. The entrance of the
United States into world affairs is emphasized. Considerable attention
is given to the individuals controlling events in various fields of life.
History of Pennsylvania 2 semester hours credit
A survey of the economic, social, and political development of the
Commonwealth from the beginning of settlement to the present time.
The role of the state in great national affairs and items of local history
are specifically emphasized. Local field trips are included in the agenda.
REQUIRED COURSE FOR ELEMENTARY EDUCATION
STUDENTS, GRADES 4, 5, AND 6
Teaching of American History and Government 3 semester hours ci'edit
This course is organized for the purpose of giving experience with
the materials of instruction and the planning of activities in selected
areas of the social studies. It includes a study of the underlying phil-
osophy of the social studies and selected curi-ent courses of study. Op-
portunity will be given for each member of the class to select acti^ities,
analyze the learnings involved, and actually prepare and carry out those
activities that children are expected to undertake.
88 Teachers College Bulletin
ART DEPARTMENT
Orval Kipp, Acting Director of Depurlmenl
C. Kermit Ewing Dorothy Murdock
Alma Munson Gasslander Ralph William Reynolds
Kate Lacy Anna J. Thompson
The Art Department of the State Teachers College, Indiana, Penn-
sylvania, has been commissioned by the State Department of Public
Instruction to present a curriculum leading to the degree of Bachelor of
Science in Public School Art. Those who complete this curriculum are
certificated to teach and supervise in the public schools of Pennsylvania.
Opportunities in Art Education. The foremost educators today be-
lieve that art is a fundamental part of the public-school curriculum; con-
sequently school administrators are using more care than ever in secur-
ing art teachers. They want persons of good character, highly developed
artistic ability, broad cultural background, and a sound philosophy of
education. It is apparent that the field of art education offers many
opportunities to outstanding high-school graduates.
The members of the art staff, supplemented by many other faculty
members of the College, present all phases of education necessary to the
training of teachers. The curriculum is so arranged that while a student
is acquiring a broad cultural background in art and education in general,
he may also specialize in one or more of the various art fields. In addi-
tion to art, the curriculum provides courses in music, English, science,
social studies, and education. These, with a number of electives, provide
the essentials needed to produce superior artist-teachers.
The department recognizes that, while design and composition are
the bases of art instruction, observation, drawing, and an understanding
of construction play an important part in the development of feeling,
appreciation, and independent thought which lead to creative expression.
Exhibitions. In the department, the Exhibition and Art Reading
Room presents a constantly changing offering of the best work of the
department, as well as traveling exhibitions of contemporary arts and
crafts of national importance. Other displays present current work of
the members of the art faculty or draw in the cultural treasures of the
community for all to enjoy.
Housing and Equipment. The Art Department is located on the
main floor of the Arts Building and includes studios and work shops, the
Exhibition and Art Reading Room, the director's and teachers' offices^
the stockrooms, and the locker and restrooms. In addition, other studios
for sculpture and pottery are found on the ground floor.
Indiana Catalogue Number 89
The Art Club. The Art Club is made up of a prroup of clubs, each
interested in a specific art activity, such as etching:, metal work and
jewelry, and life drawinj? and paintinj?. Membership in these clubs is
open to any person on the campus who is interested in art. Studios aie
open every Tuesday evening for the use of members who wish to experi-
ment in any art activity. The social program has been widely varied.
It h^s included picnics, studio parties, costume balls, masquerades, im-
personations, and carnivals; and on several occasions original one-act
plays were produced. The educational program has included travel talks,
lectures on dross and on the psychology of color, readings of poetry and
humor, and annual trips in the College bus to the Carnegie International
and the Associated Artists ^Exhibitions. Annually the Art Club gives a
bronze medal, and the Jean R. McElhaney Award for Excellence in Fine
Arts, to the junior or the senior whose achievements in three different
fields of art are outstanding. The presentation of this award is a feature
of the annual banquet in May. The service program has enabled the
members of the Art Clubs to co-operate in many of the activities on the
campus. The club work gives valuable experience in a life situation to
art students since art should be of real service in any school system. As
a specific service to high-school ai't departments the Art Club members
participate in arranging and distributing traveling exhibitions to high
schools and art-conscious communities.
Requirements for Admission. Anyone seeking to enter the Art De-
partment must meet the general entrance requirements of the College,
and in addition he must possess the following qualifications:
1. Normal ability to gee and make motor adjustments accordingly.
2. Artistic sensitivity to harmony and contrast in line, mass, and
color.
3. Interest in and aptitude for art.
The personal interview will help the applicant to determine his fit-
ness to pursue the art curriculum. Those who meet the entrance require-
ments are admitted in the order of application. For this reason it is
wise to apply early for enti'ance and personal interview.
Student Teaching. The theory and practice of art in relation to
education is the foundation of Indiana's Art Curriculum. During the
first three years directed observation and discussion of art activities in
the Laboratory School enable the student to understand the relationship
of his college work to actual classroom situations. In the senior year
student teaching and conferences give opportunity for varied pi'actical
experiences.
Requirements for Graduation. Any student who is a candidate for
graduation will be recommended for the degree of Bachelor of Science in
Public School Art after he has demonstrated satisfactorily his ability as
an artist as well as an educator. Proficiency as an educator may be
shown by his success in student teaching and by his participation in the
90
Teachers College Bulletin
various service activities common to all school art departments. Artistic
quality may be demonstrated by the inclusion of examples of his work in
several major exhibitions during his senior year; or by the inclusion in
a show of an original work of art, done outside of class, which has been
selected for exhibition by a jury.
Expenses. The entire expense of a school year of thirty-six weeks
amounts to approximately $446.00. The costs for one semester are item-
ized below. (Also see pages 18-21.)
Contingent Fee (payable in two installments) ....$ 54.00
Housing Fee 126.00
Activity Fee 8.00
Books, equipment, etc. (approximately) 35.00
$223.00
CURRICULUM IN ART
Sequence of courses subject to change for administrative purposes
FIRST SEMESTER
Clock Semester
Hours Hours
Fundamentals of Speech ... 3 3
Drawing and Lettering ... 8 4
English I (including Li-
brary Science) 4 3
Health Education I 4 2
Modeling 4 2
Place and Purpose of Edu-
cation 3 3
Total 26 17
THIRD SEMESTER
General Psychology 3 3
Physical Science 4 3
Literature I 3 3
Color 4 2
Mechanical Drawing 6 3
Health Education II 4 2
Total 24 16
SECOND SEMESTER
Clock Semester
Hours Hours
Design 6 3
English II 3 3
Media and Tecliniques .... 6 3
History of Civilization ... 4 4
Elementary Industrial Art . 6 3
Total 25 16
FOURTH SEMESTER
Educational Psychology ... 3 3
Pottery 4 2
History and Appreciation of
Art 5 5
Literature II 3 3
Biological Science 4 3
Interior Design 4 2
Total 23 18
Indiana Catalogue Number
91
FIFTH SEMKSTER
Clock SemcHtiT
Hours Hours
Drawing anil Composition 4 2
Educational Mcasiucincnts . 2 2
Pictorial F.xprcssion and
Illustration 4 2
Commercial Art and Repro-
duction 6 3
Crafts in Klcmcntary Schools 4 2
Academic Elective 2 2
Principles of Economics or
Sociology 2 2
Total 24 15
SEVENTH SEMESTER
Ethics 3 3
Art in Public Schools .... 4 3
Teaching and Conferences 7 6
Advanced Design 6 3
Advanced Oil or Water
Color Painting 4 2
Total 24 17
six'iH si;me;ster
Clock Semester
Hours Hours
Blackboard Drawing 2 1
Fhcatre Arts 6 3
Advanced Drawing and
Painting 6 3
Costume Design 4 2
Advanced Crafts 6 3
School Law 1 1
Appreciation of Music .... 3 2
Total 28 15
EIGHTH SEMESTER
Teaching and Conferences 8 6
American Government .... 3 3
Art Elective 2 2
Academic Elective 3 3
Visual Education 2 1
Total 18 15
REQUIRED COURSES FOR ALL ART STUDENTS
DESIGN
Design I
3 semester hours credit
An introductory course in creative design stressing the principles of
organization as related to areas and volumes. Problems and experiments
are developed stressing line, area, color, and texture relationships. Color
theory and its applications are introduced here to provide a basic work-
ing- knowledge for the student in his design and painting courses.
Advanced Design
3 semester hours credit
This is an advanced course wherein the working principles of design
are applied in experiments with three-dimensional forms as they relate
to the problems of the industrial designer. The theoretical and experi-
mental studies of color begun in Design I are continued. Prerequisite:
Design L
Color
2 semester hours credit
Further experiences in the theory and application of color aid the
student in the solution of advanced problems of two- and three-dimen-
.sional design and of painting.
Teachers College Bulletin
Interior Design 2 semester hours credit
A study is made of the history of architecture and interior design,
including furniture. The results of this study are applied to original
designs for traditional and contemporary homes.
Costume Design 2 semester hours credit
Ability to design clothing for contemporary needs is developed from
a working knowledge of the historic and an understanding of the best
modern tendencies in costume. Original compositions are made for the
stage, the salon, and the department store.
Theatre Arts 3 semester hours credit
Experience in creative interpretation of drama is gained through
designing costumes, scenery, and lighting for pageants and plays.
Commercial Art and Reproduction 3 semester hours credit
This is an advanced course in the designing of projects related to the
publishing and the distributing of commercial products. The planning
and producing of merchandise displays, advertising, and containers gives
the student practical experience in designing for commerce and industry.
Prerequisite: Design I.
DRAWING, PAINTING, AND ILLUSTRATION
Drawing and Lettering 5 semester hours credit
Introduction to the fundamentals of drawing is made by observation
and composition of forms with special attention to an analysis of line,
volume, space, and texture relationships. Media are chosen for the
facility of expression which they afford the student in his various draw-
ing experiences.
Drawing II 3 semester hours credit
Further observation, expression, and analysis continue to develop
the student's ability to solve for himself the problems encountered in
representing forms in pictorial composition. New skills and techniques
ai'e introduced, and color is used for volume and solidity. Daily and
weekly criticisms emphasize composition, whether it be of objects, land-
scapes, or figures. Prerequisite: Drawing I.
Media and Techniques (Painting) 3 semester hours credit
The student in this course is introduced to painting as a means of
creative expression. Through analysis of selected paintings and study
of pictorial structure in still life, landscape, and figure compositions, the
individual interpretation of the student is encouraged and emphasized.
During the semester consideration is given to the techniques of oil and
water color as vehicles of expression.
Indiana Catalogue Number 93
Advanced Drawinj; and I'aintiiiK 3 semester hours crerlit
This course provides for a continued analysis of form as related to
pictorial structure. Opportunity is provided for creative experiences
which stress the emotional factors in painting. Discussion and study of
paintings representing the various schools of expression are included in
order to provide the student with a thorough knowledge of the scope of
painting from frank naturalism to pure abstractionism. Prerefjuisites:
Drawing I, and Media and Techniques.
Advanced Oil or Water Color Painting 2 semester hours credit
Problems in still life, landscape, figure, portrait, and mural painting,
from the modern viewpoint of significant form, are stressed. The artist-
teacher will have opportunity to create by stressing volume, plastic
color, and abstract form as master artists have done. Prerequisites:
Media and Techniques, Advanced Drawing and Painting.
Blackboard Drawing 1 semester hour credit
This course emphasizes quick, easy drawing that expresses salient
lines of human figures, animals, or objects. Japanese brushwork is
studied for expressive line and concise statement.
Mechanical Drawing 3 semester hours credit
This is an introductory course in the mechanical means of represent-
ing the construction of objects through plans and developments.
Pictorial Expression and Illustration 3 semester hours credit
This course considers the problems encountered in illustrating poems,
books, and magazines in an effort to give the student some idea of the
opportunities for creative work which exist in the publishing fields.
PRACTICAL ARTS AND CRAFTS
Elementary Industrial Art 3 semester hours credit
This course stresses the study of various industrial materials and
processes in their efl'ect on art forms and their influence on social and
economic life.
Crafts in the Elementary School 2 semester houi-s credit
Crafts projects, suggested by the materials available in elementary
schools, are designed and executed. Emphasis is put upon the accumu-
lation of a variety of the source materials needed to meet the demands
put upon an art supervisor.
Advanced Crafts (Metal) 3 semester hours credit
Design is basic in this practical course in metalworking. The course
is planned to give experience in such simple processes as etching, saw
94 Teachers College Bulletin
piercing, riveting, soldering, bending, and raising. Problems are worked
out in copper, brass, pewter, silver, and combinations of metals, and in
simple pieces of jewelry, such as bracelets, rings, and brooches. Pre-
requisite: Design I.
Modeling 2 semester hours credit
This is a course in modeling in relief and in the round of animals,
figures, and heads. Study of modeling and sculpture for expressive form
is made in order to equip students with the idiom of sculptural expres-
sion.
Pottery 2 semester hours credit
The processes of building and designing pottery forms are studied
in this course. The course includes the primitive coil method, the use of
the potter's wheel, the methods of casting, and the making and applica-
tion of glazes.
ART EDUCATION AND APPRECIATION
History and Appreciation of Art 5 semester hours credit
The course is developed as a survey of art, with attention given to
aesthetic analysis and appreciation of art-forms. A critical attitude is
evolved, so that the student is better qualified to evaluate and understand
the arts. The first semester covers the periods through the High Renais-
sance. In the second semester, the period from the Renaissance to the
present, including all contemporary trends, is studied.
Place and Purpose of Education in the Social Order
3 semester hours credit
The purpose of this course is to acquaint the student with the influ-
ences of art on life and on education in a contemporary industrial society.
Consideration of the historical background increases understanding of
and adjustment to present-day conditions. Observation in the Laboratory
School emphasizes the values of public school art activities.
Art in Public Schools (Curriculum Materials) 3 semester hours credit
In this course consideration is given to recent educational trends and
methods, to a study of art curricula, and to the planning of art courses
for various grade levels. Prerequisite: one semester of student teaching.
Student Teaching 12 semester hours credit
Student Teaching provides for the prospective teacher directed par-
ticipation in those classroom activities through which children develop
creative power and the ability to make fine choices, at the same time that
they are acquiring knowledge and appreciation of art. Initial contacts
with the Laboratory School in the form of directed observation are
planned as part of the course in Place and Purpose of Education and in
Indiana Catalogue Number 95
connection with the various art courses if requested by the instructor and
students. During the senior year each student has nine weeks' experience
in each of the divisions of the public school: primary, intermediate, junior
high school, and senior high school.
ELECTIVE FOR ART CURRICULUM
Graphic Arts 2 semester hours credit
This course is planned to record in good composition by graphic
means festivals, pageants, exhibitions, carnivals, masques, integrations,
demonstrations, lessons, the painting of murals, and less foi-mal campus
activities. Art education in co-operation with visual education gives in-
struction in making photographs, movies, and slides of such activities.
The catalog, the annual, the college newspaper, and bulletins furnish the
motivation.
ELECTIVES FOR STUDENTS IN OTHER DEPARTMENTS
Any of the courses in Art are available to students in other depart-
ments.
REQUIRED COURSES IN OTHER FIELDS
Several courses in other departments are required for gi'aduation in
the Art Curriculum. Following is a list of these courses with the page
number where their descriptions may be found:
P.i.?t= Page
Fundamentals of Speech 58 Philosophy of Education 55
English I 58 History of Civilization 84
English II 58 Principles of Economics 84
Literature I 58 Principles of Sociology 85
Literature II 58 Health Education 70
Place and Purpose of Education Physical Science 79
in the Social Order 51 Biological .Science 78
General Psychology 51 Appreciation of Music 130
Educational Measurements 52 Visual Education 52
School Law 52
ELECTIVES IN OTHER FIELDS
Electives may be chosen from any of the other fields.
*CORE COURSES
Appreciation of Art 2 semester hours credit
By lectures, field trips, and class discussions the student is encour-
aged to cultivate taste as well as to appreciate and properly evaluate
traditional and modern art forms.
* Courses required in the Elementary and Secondary Education Curriculum.
96 Teachers College Bulletin
REQUIRED COURSES IN THE ELEMENTARY CURRICULUM
Art I (Elementary Industrial Arts) 2 semester hours credit
This course provides opportunity for many creative experiences in
design and color as related to personal problems, industrial projects, and
the selection and arrangement of manufactured products.
Art II (Drawing, Design, and Color) 1^4 semester hours credit
In addition to further creative experience in drawing, design, and
color, this course emphasizes, through directed observation in the Labora-
tory iSchool, the relationships between personal art expression and the
art activities of the elementary school. Prerequisite: Art I.
REQUIRED COURSES IN THE HOME ECONOMICS
CURRICULUM
Principles of Design I (Costume) 3 semester hours credit
Creative experience in design and color provide bases for considera-
tion of personal costume problems and form a background for under-
standing related arts projects on the secondary-school level.
Principles of Design II (Household) 2 semester hours credit
Design and color, as they are applied in the home, are stressed
through experiences in creation; in the selection and arrangement of
manufactured products; and in the discussion of applications to actual
teaching situations. Prerequisite: Principles of Design I.
ELECTIVE FOR ELEMENTARY CURRICULUM
(Early Childhood Education, Grades 1, 2, and 3)
Handicrafts 2 semester hours credit
In this course students gain enjoyment through experience in manip-
ulating tools and materials. Practical applications, fine in design, are
made as aids for the future teacher of kindergarten and primary grades.
ELECTIVE FOR ELEMENTARY CURRICULUM
(Intermediate Education, Grades 4, 5, and 6)
Industrial Arts 2 semester hours credit
This course embraces the study of various industrial materials and
processes with a view of their usefulness to the teacher in the elementary
grades.
Indiana Catalocuk Numbi-r 97
*BUSINESS EDUCATION DEPARTMENT
G. G. Hii.i., Director of Depjrimcnt
E. J. McLuCKir, A^u.\tun/ Dinctor of Department
Florence C. Arnt/. Ralph S. Rowland
Albert E. Drumhei ifr Mabel Shouse
Ethel L. Farrell Harold W. Thomas
Clinton M. File Robert Franklin Webb
Lyle O. Willhite
Opportunities. The State Department of Public Instruction has espe-
cially designated the State Teachers College, Indiana, Pennsylvania, as
one in which teachers of business for the high schools of the Common-
wealth may be trained. The curriculum is four years in length, leading
to the degree of Bachelor of Science in Education. Those who complete
the work as outlined are prepared either to supervise or teach business
subjects in any of the high schools of the Commonwealth and are certifi-
cated accordingly. An excellent opportunity is available here for men
and women of high calibre who possess the ability, personality, and ambi-
tion requisite for success in this type of work.
Equipment. This department is well equipped throughout with a full
supply of modern office machines. Adding machines, calculating ma-
chines, banking machines, multigraphs, mimeoscopes, addressographs,
dictaphones, files and cabinets, and other up-to-date efficiency devices of
modern business give the students a practical knowledge of the time-
savers and system units found in modern business. Their uses are taught
and mastered in this department. Those who elect these courses become
very proficient in the manipulation of such machines before graduation.
Business Practice Department. The business practice department is
a complete business community in itself and includes not only the pro-
cedure but also the actual atmosphere and environment of modern busi-
ness. It is equipped for efficient and up-to-date work. Much practical
business experience may be obtained in this department.
Practical Experience Requirements. These requirements are a vital
and necessary part of the prospective teacher's preparation. They not
only supplement the courses outlined in the curriculum but are integrated
with them. Credit under this requirement is given for actual business
experience previously gained and also for that acquired in the business
practice department. The requirements are as follows: The equivalent
of six months of store practice, secretarial practice, bookkeeping prac-
tice, clerical practice, or a combination of these or other business con-
tacts, acquired at places and under conditions approved by the director
of this department. This experience preferably should be in the field or
fields in which the student is contemplating certification.
• This collpge is a member of the National Association of Business Teacher Train-
ing Institutions.
98 Teachers College Bulletin
Student Teaching. Each student in training in the Business Educa-
tion Department receives more than the state requirements in hours of
actual practice teaching and observation. This is not a make-shift plan
merely for the purpose of getting credit. A number of teaching centers
are conducted in connection with some of the largest high schools within
convenient reach. To these teaching centers the students are sent for
one full semester (eighteen weeks) of the senior year for their practice
teaching. The teacher holds a regular position in the high school and
carries a full program of classes, extra-curricular activities, and other
regular school duties. The work is supervised and criticized by experi-
enced supervisors who are teacher members of the college faculty of this
department, and also by supervisors of exceptional training and ability
furnished by the teaching centers. Everything is done to afford those in
training as much actual teaching experience and as many teaching con-
tacts as possible before graduation.
The Chamber of Commerce. There is organized in connection with
the Business Education Department a Chamber of Commerce. Frequent
opportunity is afforded for public discussion on current popular topics
applicable to the work. This organization fosters the formation and
development of commercial clubs and similar organizations in the high
schools, wherever the assistance is desired, and helps to promote the work
of such organizations. The officers of the Chamber of Commerce are
elected from the members of the student body in the Business Education
Department. The work is supervised by a faculty member of the de-
partment.
Explanation of the Curriculum. This is a teachers college. No short
courses of any kind are offered in this department for the training cf
secretaries, bookkeepers, or any other vocational workers. We offer
only the full four-year curriculum leading to the teaching piofession.
The full four years must be completed before the teaching certificate
may be awarded. If at the end of two years a student does not desire to
complete the full course immediately, he will be well prepared to do
efficient work in a business office until such time as it is possible for him
to return to complete the work for graduation.
All courses that are indicated by the asterisk (*) are elective.
All courses that are not indicated as elective are required of all
students in the Business Education Department.
Students may pursue the work of the entire curriculum, or they may
elect to pursue work according to their aptitudes, as follows:
1. The Complete Program leads to certification in all three fields,
thus affording certification in all of the high-school business subjects.
Those who possess aptitudes that indicate success in stenographic, ac-
counting, and retail-selling woik may, if they wish, pursue this complete
program.
Indiana Catai-ck^uf. Numhrk 99
2. The Stenographic Field includes all of the required courses of
the curriculum and all elective courses indicated by the letter "S". Any
other elective courses indicated by the asterisk (*) may be omitted and
in their places may be elected courses from any other depaitment of the
college. Certification may be received for those elective courses from
other departments, if the specific I'equirements for certification in these
courses are met. Those who pursue this program will be certificated to
teach all of the business courses in the high school except bookkeeping
and retail selling.
3. The Bookkeeping Field includes all of the required cou- ses of the
curriculum and all elective courses indicated by the letter "B". Other
elective courses indicated by the asterisk (*) may be omitted, and in their
place may be elected courses from any other department of the college.
Certification may be obtained for these courses from other departments
if the specific requirements for certification in these courses are met.
Those who pursue this program will be certificated to teach all of the
business courses in the high school except shorthand, typewriting, and
retail selling.
4. The Retail Selling Field includes all of the required courses of
the curriculum and all elective courses indicated by the letter "R". Other
elective courses indicated by the asterisk (*) may be omitted and in their
places may be elected courses from any other department of the college.
Certification may be received for elective courses from other departments
if the specific requirements for certification in these courses are met.
Those who pursue this program will be certificated to teach all of the
business courses in the high school except shorthand, typewiiting, and
bookkeeping.
5. The Combination Pi'ogram combines either the Stenographic and
Bookkeeping, the Stenographic and Retail Selling, or the Bookkeeping
and Retail Selling Fields. With any combination program, the certifica-
tion appropriate to both of the two groups will be awarded. Certain
electives in other departments of the college also may be carried with
this program, in place of the courses listed in the field that is omitted.
The usual certification requirements also apply to these electives.
It is possible to elect Typewriting III and IV and become cei tificated
to teach typewriting with either of the fields or a combination of the
fields.
Elective Fields. The fields of English, social studies, mathematics,
science, geography, education, art, and music are especially i-ecommended
from which courses may be elected by students in business education.
All electives, however, are determined by the choice of the student, and
by approval of the Dean of Instruction of the college and the Director
of the Business Education Department.
Our Standards. Only those who attain A or high B standings, and
whose aptitudes indicate success in the fields elected, should elect more
than one field.
100 Teachers College Bulletin
Those whose standings average below C may not graduate or be
certificated.
To elect the Complete Program in the third semester a student must
have maintained at least a C-average during the first two semesters, and
must have a grade of C or better in the following courses: English I and
II, Typewriting I and II, Business Mathematics I and II, Bookkeeping
and Accounting I, and Shorthand I.
To elect the Stenographic Field in the third semester, a student
must have a grade of C or better in English II, Typewriting II, and
Shorthand I.
To elect the Bookkeeping and Accounting Field in the third semester,
a student must have a grade of C or better in the following courses:
Business Mathematics II, Bookkeeping and Accounting I.
To elect the Retail Selling Field in the third semester, a student
must have a grade of C or better in the following courses: Speech, Eng-
lish II, and Economic Geography I.
It should be understood that those who fall below B standings are
considered unsatisfactory to be recommended for teaching. Since high-
school standards have been greatly raised, school officials are more par-
ticular than ever before concerning the qualifications of those whom they
employ. They insist on high scholastic achievement, good personal ap-
pearance, attractive personality, freedom from physical defects, and
other qualities that should be carefully considered by all those contem-
plating this type of professional work.
Only a small proportion of high-school graduates can meet these
very strict requirements. Even after this very frank explanation and
announcement, every year a large number of students who fail to mea-
sure up to the standards are enrolled from the upper half of the high-
school group. In the past, only about one-third of the students of the
selected entering class have met the requii'ements and have been able to
complete the work to graduation. This should not discourage those who
really have the qualities required. It may, however, prevent those who
lack certain of the primary requisites for developing into a high-type
teacher, from being disappointed later.
If any are in doubt concerning their fitness for this type of work,
they should consult their high-school principals and guidance officers and
ask them for a frank and honest statement about their fitness. They
should also have all data concerning their personal and scholastic quali-
fications sent to the college. They will be notified of the date for inter-
views, at which time the matter can be discussed as frankly and wisely as
expeiience will dictate.
Application for Enrollment. Enough has been given in theso fjw
pages to furnish a glimpse into the Business Education Department. A
definite, limited number of the best-qualified high-school graduates are
accepted each year. Those who can qualify and who desire to make ap-
Indiana Catalogue Number
101
plication for enterinjr the Business Education Department should pet
their applications in early, in order to insure a reservation.
Expenses. The entire school expense for a school year of thirty-six
weeks will amount to about $400 for boardinjr students. This will cover
board, room, laundry, books, and department fees. The costs for one
semester aie ittMnizod below. (Also see pages 18-21.)
Contingent Fee (payable in two installments) ....$ 42.00
Housing Fee (payable in two installments) 126.00
Activity Fee 8.00
Books, Equipment, etc. (approximately) 24.00
$200.00
CURRICULUM IN BUSINESS EDUCATION
FIRST SEMESTER
Clock Semester
Hours Hours
Place and Purpose of Edu-
cation in the Social Or-
der, including School Vis-
itation 3 2
Health Education, includ-
ing Physical Education
and Personal Hygiene . . 4 2
Fundamentals of Speech . . 3 3
English I, including Library
Science 4 3
Business Mathematics I . . . 3 3
Business Writing 3 1
Typewriting I 3 1
23 15
SECOND SEMESTER
Clock
Hours
English II 3
Health Education II,
including Physical
Education and Per-
sonal Hygiene .... 4
Economic Geography I 3
Business Mathematics
n 3
Bookkeeping and Ac-
counting I 5
Typewriting II 3
(S)*Shorthand I 5
Semester
Hours
26 18
THIRD SEMESTER
Literature I 3
Economic Geography
II 3
**Business Organization
and Finance 3
(B)*Bookkeeping and Ac-
counting II 5
(S) *Shorthand II = 5
(S)*Typewriting III 5
FOURTH SEMESTER
Biological Science ... 4
Business Correspon-
dence 3
Business Law I 3
(B) *Bookkeeping and Ac-
counting III 3
(S) *Shorthand Applications 5
(S) ^Typewriting Applica-
tions "S
24 17
23
17
l02
TEActHERs College Bulletin
FIFTH SEMESTER
Clock Semester
Hours Hours
General Psychology . . 3 3
School Law an 1 Ad-
ministration 2 2
Business Law 11 ... . 3 3
Salesmanship and Re-
tail Selling I 3 3
(B)*Bookkeeping and Ac-
counting IV 3 3
(S)*Stenographic Office
Practice 5 3
19 17
SIXTH SEMESTER
Clock Semester
Hours Hours
Psychology of Method
in Business Courses 3 3
Tests and Measure-
ments in Business
Courses 3 3
Secondary School Busi-
ness Education, Or-
ganization, and Con-
tent 2 2
Economics I 3 3
Visual Education . . .4or2 2orl
Clerical Practice and
Machines 5 3
fR)*RetaiI Selling II 3 3
21 18
SEVENTH SEMESTER
Philosophy of Educa-
tion 2
American Government 3
Economics II 3
History of Civilization 4
(R)-Ret:i;i Selling II 12
(B)*Business Mathematics
and Statistics 2
(B) * Accounting and Audit-
ing 3
EIGHTH SEMESTER
Student Teaching, Observa-
tion, and Conference ... 15
Cu'riculum Materials, Selec-
tion and Adaptation .... 4
12
19 15
29 23
* Elective courses.
** For explanation of letters B, R. and S. see page 9J
REQUIRED COURSES FOR ALL BUSINESS
EDUCATION STUDENTS
Place and Purpose of Education in the Social Order
2 semester hours credit
In this department, this course aims to serve as an orientation
course, with special emphasis on the significance of business education,
its history and development, and its place in the field of education.
Speech
3 semester hours credit
This course is specially adapted to meet the needs of the Business
Education Department. (1) It attempts to develop self-confidence, a
coi-rect posture, courage to face an audience; (2) teach entertainingly
Indiana Catalogue Number 103
and expressively; (3) practice enunciation, pronuncialion, and interestin-r
empliasis; (4) develop an adequate vocabulary; (5) analyze words pho-
netically (necessary in shorthand); (6) develop the technique of short-
hand dictation; (7) train the tonjrue to say and the ear to hear correct
English.
English I 3 semester hours credit
See English I in the field of English. Special consideration is given
to the needs of students in the Business Education Department, with em-
phasis on terseness and business forms.
English II 3 semester hours credit
See English I. Special adaptations are made for business students.
Business Mathematics I 3 semester hours credit
Thorough drill is given in the fundamentals of business mathematics
with special emphasis on speed and accuracy in handling the most com-
mon fundamental operations.
Business Mathematics II 3' semester hours credit
This is a continuation of Business Mathematics I. Its purpose is to
train students to apply principles of mathematics with speed and accur-
acy; to solve advanced problems encountered in carrying on the modern
functions of business: production, marketing, personnel, finance, and
management. The course is professionalized so that students are taught
how to organize, teach, and provide an adequate testing program for
high-school courses in business mathematics.
Business Writing 1 semester hour credit
The development of a legible business hand is the goal set for this
course. Freedom of movement, proper letter formations, and a light
even touch, are important elements in attaining this end. In addition to
developing the skill of being able to write well with pen and ink, the
student is expected to attain a high degree of proficiency in writing on
the blackboard. This is a prerequisite skill for shorthand and book-
keeping.
Economic Geography I 3 semester hours credit
This course develops a background for an understanding of world
production and distribution of commodities as related to diverse natural
conditions. Practice is given in securing and interpreting geographic
data fi'om the sources which the students will use when teaching. Each
student makes an intensive study of an industry.
Economic Geography II 3 semester hours credit
This course deals mainly with the more complex activities of North
America and Europe. As in Economic Geography I, the relationship of
the United States to the problems peculiar to the countries or industiies
under consideration is studied. Each student makes an intensive study of
a selected country. The work is planned to meet the special needs of
teachers in the commercial department? of the high schools.
104 Teachers College Bulletin
Bookkeeping and Accounting I 3 semester hours credit
This is the introductory course in one of the major fields of certifi-
cation for teachers in Pennsylvania high schools. Its purpose is to in-
troduce the student to bookkeeping and accounting by means of financial
records for personal, family, and extra-curricular uses, leading into the
modern technical phases of accounting. Latest trends in teaching the
beginning bookkeeping course in high schools are presented.
Typewriting I 1 semester hour credit
This beginning course emphasizes a sound mastery of the keyboard
and the ordinary operative parts of the typewriter. The subject matter
ranges from introductory drills through paragraph and article writing
to applications in simple letters and tabulations. Diagnostic and cor-
rective work receive attention throughout the course. Speed with ac-
curacy is considered fundamental.
Typewriting II 1 semester hour credit
This course emphasizes efficiency and quickness in handling the
typewriter in dealing intelligently with a large variety of materials on
the intermediate level of opei-ating. Among the contents of the course
are: letter writing, straight-copy work, multicopy work, tabulating, and
strengthening and remedial drills.
Typewriting Applications 2 semester hours credit
This is an advanced course including an abundance of practical busi-
ness typewriting, with special emphasis upon development of skill in
transcribing business letters from dictated shorthand notes. High skill
is developed in the handling of a variety of practical matter, including-
letters, envelopes, statistical matter, financial papers, legal documents,
articles, poetry, etc.
Stenographic Office Practice 3 semester hours credit
This is an advanced stenographic course including theory and prac-
tice in those activities that are common to stenographic and secretarial
positions, and dealing with objectives, organization, methods, materials,
and standards for a high-school stenographic practice course so as to
prepare the student to teach such a course in the public schools.
Business Organization and .Finance 3 semester hours credit
This course is designed to give an overview of business management.
Modern business organization, finance, marketing, personnel administra-
tion, production, and public relations are studied and made meaningful
as they fit into our industrial society. As a class project each student
selects a business concern for intensive study. The organization and
management of the corporation and other forms of business are covered
in this course.
Indiana Catalogue Number 105
Business Correspondence 3 semester hours ciedit
The material deals with business forms — never with isolated Eng-
lish drill. It aims to teach the parts of the letter; to write letters asking
for information, and giving and refusing information; to write letters of
order, adjustment, collection, application, and sales; to compose invita-
tions, statements, telegrams, notices, minutes, and foimal speeches.
Retail Selling I 3 semester hours credit
This course comprises a thorough survey and analysis of the fields of
selling. A critical study is made of the requirements for salespeople;
kinds of customers and how to serve them; customers' needs and why
they buy; the sales process; methods of increa.sing sales volume; store
merchandising plans; merchandise information; store organization; store
systems.
Business Law 3 semester hours credit
This course deals with court procedure, contracts, agency, and nego-
tiable instruments. The aim is to apply principles of law to everyday
life and to establish proper intei'est, ideals, and attitudes toward law as
a means of social control.
Business Law II 3 semester hours credit
This course considers the law of business organizations, devices for
protection of creditors and personal and real property. It applies the
principles of law to every-day life and business, establishing proper in-
terest, ideals, and attitudes toward law as a means of social control.
Attention is given to the problems of organizing and teaching business
law in the secondary school.
Clerical Practice and Machines 3 semester hours credit
This course is designed to acquaint the student in a practical manner
with the common non-stenographic, non-bookkeeping office duties that
constitute a large share of all office work, and to prepare the student to
organize and conduct a high-school course for training office clerks and
office-machine operators.
Psychology of Method in Business Courses 3 semester hours credit
This course makes definite application of psychological principles in
the teaching and learning of skill and content subjects. Reading, dis-
cussion, planning, and demonstrating form the basis of the teacher and
class activity. Proficiency in the subject matter of the courses selected
for special treatment is prerequisite to this course.
Tests and Measurements in Business Courses 3 semester hours credit
This course gives a complete program in planning, testing, evalu-
ating, remedial teaching, retesting, etc. Actual test making, giving,
checking, and evaluation in co-operation with the student-teaching situa-
tion is a part of this course.
106 Teachers College Bulletin
Secondary School Business Education Organization and Content
2 semester hours credit
This course includes an analysis of the business-education situation
in the various types of high schools, and programs of business educa-
tion adaptable to the needs of the various communities. Organization
and content of materials for the various courses for the purpose intended
make up an important part of this course.
Economics II 3 semester hours credit
The daily problems of the consumer are given chief consideration in
this course. iSuch topics as income, savings, ownership, banking and
finance, purchasing, standards of quality, family and individual budgets,
and insurance protection are studied. Along with the study of these
topics, special attention is given to the development of a course in Con-
sumers' Economics for the secondary school.
Student Teaching, Observation, and Conference 12 semester hours credit
An extremely practical and actual experience is presented in teach-
ing in a neighboring high school especially organized for this work, with
supervision by both the high-school supervisors and the college faculty.
Curriculum Materials 3 semester hours credit
The content of this course grows out of the needs and problems en-
countered in the student-teaching experience, and runs concurrently
with it.
BOOKKEEPING FIELD
REQUIRED COURSES
Bookkeeping and Accounting II 3 semester hours credit
Double entry bookkeeping through statements, ledger accounts, orig-
inal entry books including special columns, posting, checking, adjusting,
closing, working sheet, controlling accounts, interest and discount, valu-
ation accounts, accruals and deferred items, and current routine.
Bookkeeping and Accounting III 3. semester hours credit
This course studies partnership capital accounting giving particular
attention to the problems of combining capital and the liquidation of
capital accounts; accounting for corporations, with reference, particu-
larly, to the capital structure, the voucher system, elementary costing,
accounting for branches, and problems in consolidation and supplemen-
tary statements.
Bookkeeping and Accounting IV 3 seme.ster hours credit
This course uses a set of cost records simulating, as far as possible,
the actual conditions in industries. Lectures, supplementary problems,
and visits to industries develop the two-fold purpose of skill in cost ac-
Indiana Catalogue Number 107
counting;' anrl management throu.tjh cost information. Latest methods in
standard costs and efficiency through the use of office machines are in-
cluded.
Business Mathematics III with Statistics 2 semester hours credit
This course is priven for the purpose of developinsf ability to inter-
pret simple statistical measurements both in the field of education and
business. Practice in mathematical computation is, of course, involved,
and further skill and knowledge in business mathematics are introduced
in addition to the statistical content of the course.
Accounting' and Auditing 3 semester hours credit
In this course students conduct a semi-detailed audit of actual busi-
ness records, make the corrections, and submit statements of results.
Problems of public and private auditing are developed by the instructor.
The construction and organization of working papers is taught. Analysis
of difficult amounts and miscellaneous audit-problem situations enlarge
the students' general knowledge of accounting.
SECRETARIAL FIELD
REQUIRED COURSES
Shorthand I 3 semester hours credit
This course covers approximately the first half of the principles as
given in the elementary textbooks. From the beginning, emphasis is
given to reading, writing, and mastery of the fundamentals and special
forms. Transciibing of the students' notes on the typewriter constitutes
a part of the activity throughout the course.
Shorthand II 3 semester hours credit
This course covers approximately the second half of the principles
as given in the elementary textbooks. Emphasis is given to reading,
writing, and mastery of the fundamentals and special forms. Transcrib-
ing of the students' notes in the form of paragraphs and short and
medium letters receives increasing attention.
Shorthand Applications 3 semester hours credit
This is a drill course designed to develop practical speed (100-140
words a minute) in taking dictation of material greatly varied as to
vocabulary, and reasonable speed with very high accuracy in reading
from the dictated notes. For the development of skill in transcription
this course is closely co-ordinated wath Typewriting Applications.
108 Teachers College Bulletin
Typewriting III 2 semester hours credit
This course deals with letter writing; writing on special business
and legal forms; setting up outlines, programs, indexes, title pages, and
so forth; proof-readers' marks; copying from longhand and corrected
copy; writing manuscripts; tabulating; problems of English, such as
capitalization, punctuation, and paragraphing; and many other practical
and educational matters.
RETAIL SELLING FIELD
REQUIRED COURSES
Retail Selling II (Management) 3 semester hours credit
This course embodies a more technical study of the learning units of
Retailing I, with a direct attack on retail managerial problems. It in-
cludes an analysis of markups, markdowns, stock planning, stock control,
buying, price making, personnel training and management, salaries, store
location, store layouts and equipment, retail accounting, and credit man-
agement.
Retailing III (Store Practice) 6 semester hours credit
This is a practical course of co-operative part-time selling in the
retail establishments of Indiana. The student spends a minimum of
fifteen clock hours per week behind the counter, during the Aveek-day
afternoons, at which time he puts into practice the theories of retailing
previously studied. This work is under close supervision of the store
officials and of the college.
ELECTIVES
Commercial Art and Reproduction (page 92) and Journalism (page
59) may be taken as electives in this field.
ELECTIVES FOR STUDENTS IN OTHER DEPARTMENTS
Any of the courses in Business Education are available to students
in other departments.
REQUIRED COURSES IN OTHER FIELDS
Several courses in other departments are required for graduation in
the Business Education Curriculum. Following is a list of these courses
with the page number where their descriptions may be found.
Page Page
Health Education I 70 Philosophy of Education 65
Health Education II 70 School Law and Administration 52
Literature I 58 Visual Education 52
Biological Science 78 Economics I 84
General Psychology 51 American Government 84
ELECTIVES IN OTHER FIELDS
Electives may be chosen from any of the other fields.
Indiana Catalogue Number lOv
HOME ECONOMICS DEPARTMENT
A. Paui.inf Sandeks, Dhector of Depjriment
Esther H. Alden Racmfi. Moss
KaTHRYN DfNNISTON i-TIIYI. Verna OXIEY
Thei.ma H. Lappen Helen Rose
Helen C. Merriman - Marion Wills
Syi.va WrxsoN
The Home Economics Curriculum offers educational preparation for
teachers of vocational and general home economics in the elementary and
secondary schools of Pennsylvania. Graduates of this curriculum re-
ceive the degree of Bachelor of Science in Home Economics, which is
recognized for entrance to graduate courses by all leading colleges and
universities. Our graduates receive a Provisional College Certificate
valid for any vocational or general home-economics position in the public
schools of Pennsylvania. The students of this curriculum may minor in
any other field in which they show interest and ability.
Entrance Requirements. The requirements for admission to the
Home Economics Depai'tment are the same as for other departments of
the College. The students who expect to qualify for a bachelor's degree
with a major in homemaking will find it desirable to have taken science
in high school. Chemistry, physics, and biological science are important.
Students who have had some work in other colleges must have a B-
average or expect to spend additional time in this department.
Home Economics Equipment. The Home Economics Department is
located on the top floor of the Arts Building and the ground floor of
Leonard Hall. Here are modern laboratories, classrooms, and offices.
The department has all modern conveniences. The equipment is modern
and adequate in every way. Superintendents who are planning home
economics departments in new high schools come to inspect the equip-
ment and the plan of our laboratories in these buildings and in the
Laboratory iSchool. Their attention is called, in particular, to the all-
purpose homemaking laboratory on the top floor of the Arts Building.
In this room all phases of home-economics education may be taught.
Home Economics Cafeteria. On the ground floor of Leonard Hall, a
cafeteria under the direction of the School Lunchroom Management
class, prepares and serves lunches to the pupils of the Laboratory School,
students, and personnel of the College.
Home Management Houses. Two Home Management Houses are
located on the campus. They are average-sized homes, attractively and
appropriately furnished. They have the atmosphere of comfortable and
hospitable homes. The junior students live in the houses and take Home
Management III under the direction of the supervisors who live with
them. The management of these homes is based on familv needs, ex-
110 Teachers College Bulletin
penditures, and relationships. A baby, aged about three months, is
phiced in each Home Management House in September for related work
in child care and development. All Home Management House students
who live there one quarter have experience in caring for these children.
The Play School. This school is connected with the course in Child
Development and offers an opportunity to study the child of pre-schodl
age. The play school for children between the ages of two and four
meets two afternoons per week and emphasizes habit formation and play.
The theories underlying the physical, social, mental, and emotional de-
velopment of the child are presented.
Practical Experience. This phase of the training is most vital.
Summer pi'ojects planned by the students and rated by regular members
of the College staff afford opportunities in practical experience in the
roles of home-making and professional life.
Home Economics Organizations. The Home Economics Club is affili-
ated with the State and National Home Economics Association. This
affiliation is a means of keeping informed on the club activities of
national importance. All home-economics students who make applica-
tion for membership in the club are admitted and enjoy the rights and
privileges upon the payment of their dues. The club aims to develop a
social interest among the students in the department. It is a means
whereby the new student finds friends and is helped in adjusting himself
to college life and in getting acquainted with other activities outside of
the department. Through the year the students enjoy together picnics,
parties, and dances. One large formal banquet is given for the freshmen
and sophomores in the first semester. A notable social occasion in the
second semester is the "Merry-Go" for the juniors and seniors. At the
regular meetings of the club interesting programs are presented under
the direction of the club sponsor. Every opportunity is offered to de-
velop initiative, leadership, comradeship, and social adjustment. Mem-
bership in two extra-curricular activities each year is required by the
College.
Kappa Omicron Phi is a national honorary home-economics sorority.
This sorority was established to further the best interests of home eco-
nomics by developing women with higher ideals of sane living; with
broader social, higher intellectual and cultural attainments; with a defi-
nite responsibility for solving social and economic problems; with a
deeper appreciation for the sanctity of the home; and Avith a scientific
attitude toward homemaking.
The Placement of Graduates. The Director of the Home Economics
Department assists all graduates in obtaining suitable teaching positions.
Every effort is made to place the graduate in the community in which
she can render the best service. Graduates of the department who are
teaching and have made good teaching records are given, on application,
assistance by the Director when a change in position is desired.
Indiana Catalogue Number
111
Student Teachinj;. Student Teaching in Home Economics is done in
the junior and senior high schools of Indiana, Johnstown, and in the
vocational home economics departments at Barnesboro, Blairsville, Day-
ton, Portage, Elders Ridge, Latrobe, and Penn Township. A full semes-
ter of student teaching is required of all candidates for graduation. This
work is carefully supervised by the supervisors of student teaching in
the Department of Home Economics.
Expenses. The entire expense for a school year of thirty-six weeks
amounts to approximately $482.00. The costs for one semester ar^ item-
ized below. (Also see pages 18-21.)
Contingent Fee (payable in two installments) ....$ 72.00
Housing Fee 126.00
Activity Fee 8.00
Books, Equipment, etc. (approximately) 35.00
$241.00
CURRICULUM IN HOME ECONOMICS
Sequence of courses subject to change for administr.itite purposes
FIRST SEMESTER
Clock Semester
Hours Hours
English I, including Library
Science 4 3
Physical Activity 2 1
Place and Purpose of Edu-
cation in the Social Order 3 3
Principles of Design I . . . . 4 3
Clothing I 6 3
Textiles 4 2
SECOND SEMESTER
Clock Semester
Hours Hours
Literature I 3 3
Physical Activity 2 1
Foods I 7 3
Chemistry (Inorganic) .... 6 4
Principles of Design II . . . 3 2
Physiology 4 3
2*) 16
23 15
THIRD SEMESTER
English II 3 3
General Psychology 3 3
Foods II 7 3
Clothing II 4 2
Applied Design I (Cos-
tume) 3 2
Chemistry (Organic) .... 4 2
Appreciation of Music .... 3 2
27 17
FOl^RTH SEMESTER
Educational Psychology ... 3
Principles of Economics . . 3
Clothing III 4
Household Management I
(Equipment) 6
Chemistry (Physiological) 4
Appreciation of Art 3
23 16
112
Teachers College Bulletin
FIFTH SEMESTER
Clock Semester
Hours Hours
Home Management II (Eco-
nomics) 3 3
Nutrition 4 3
Child Development 3 2
Family Health 3 2
Home Management III
(House) 9 3
American Government .... 3 3
SIXTH SEMESTER
Clock Semester
Hours Hours
Home Economics Education
II (Vocational) 3 3
Nursery School Child .... 5 2
Applied Design II (House-
hold) 5 3
School Lunchroom Manage-
ment 8 3
Electives 6 6
25
16
27 17
SEVENTH SEMESTER
Home Economics Education
III (Vocational) 2
Student Teaching 16
Family Relationships 2
Elective 3
EIGHTH SEMESTER
Bacteriology' 4 3
Principles of Sociology ... 3 3
Crnsumer Education 3 3
Visual Education 2 1
Electives 6 6
23 15
18 16
REQUIRED COURSES FOR ALL HOME
ECONOMICS STUDENTS
CLOTHING AND TEXTILES
Clothing I
3 semester hours credit
This course provides for an introductory study of the principles in-
volved in the selection, construction, and buying of clothing. A study is
made of sewing equipment and of the parts and use of the sewing-
machine attachments. .Study and use of commercial patterns as well as
pattern drafting and flat pattern designing are used in connection with
the construction of several garments.
Clothing II
2 semester hours credit
This course provides an intensive study of the practical methods of
solving fitting problems and applying the principles of dress design.
Practical applications are made by draping on a dress form padded ac-
cording to individual measurements.
Clothing III
2 semester hours credit
This course provides for the further development of the techniques
in clothing construction with emphasis on ready-made versus hand-
tailored coats and suits. Care, repair, and renovating of garments are
included.
Indiana Catalogue Numbhk 1 1 3
Textiles 2 semester hours credit
This course makes a study of the textile fibers in ordei- to provide a
backg:round for selection of fabrics from the standpoint of suitability,
durability, economic and hygienic values. The factors influencinir cost
and quality, the methods of weaving, the various weaves and their de-
sirability are studied. Testing of fibers and fabrics is done by using the
microscope and several practical home tests. Prerequisite or co-requisite:
Inorganic Chemisti-y.
Consumer Education 3 semester hours ci'edit
This course aims to give the individual a sound and fundamental
understanding of his situation as a consumer buyer, knowledge of the
problems involved in buying and difficulties encountered in solving them,
and a program for the improvement of the situation.
Family Relationships 2 semester hours credit
This course presents a historical and philosophical overview of the
development of the modern American family. It shows how the back-
ground of family life determines personalities, attitudes, and standards
of living. A critique of the causes of disintegration and reintegi-ation of
family life is presented.
Child Development 2 semester hours credit
This course deals with the pre-natal period as well as the period of
infancy. Care of the mother during the pre- and post-natal periods, care
of the new-born infant and the development of the baby in the home
management house are studied.
Nursery-School Child 2 semester hours credit
This course affords an opportunity to study the child of pre-school
age. The theories underlying the physical, social, mental, and emotional
development of the child are presented. Special emphasis is placed on
habit formation and play.
FOODS AND NUTRITION
Foods I 3 semester hours credit
This course is the first course in college foods. It is designed to
prepare students to teach foods. It is planned to aid in understanding
the underlying principles of preparation and service of meals on a family
basis. The wise selection of foods is considered from the standpoint of
manufacture, food nutrients, and costs. Prerequisite: High School Foods
highly desirable.
Foods II 3 semester hours credit
This course is a continuation of Foods I. Problems requiring a
longer time to complete are reserved for this course. Food preser^-ation
114 Teachers College Bulletin
and meat selection and preparation are among the units offered. Meal
planning and table service are carried further than in the first course.
Prerequisite: Foods I.
School Lunchroom Management 3 semester hours credit
This course in lunchroom management trains the student in direct-
ing school cafeterias and emphasizes good nutrition as well as the prepa-
ration and serving of tasty, attractive foods. The distinct educational
significance of the school cafeteria is stressed. Laboratory work in-
cludes management, marketing, menu-making, accounting, food prepara-
tion and serving.
Nutrition 3 semester hours credit
This coui'se includes a study of the nutritive value of foods and the
essentials of an adequate diet. An application of such knowledge is
made to the nutritional requirements of the individual through childhood,
adult life, and old age in the light of related sciences. The course also
treats of the adaptation of diet to common disorders of nutrition. Pre-
requisites: Foods I and Chemistry.
HEALTH
Family Health 2 semester hours credit
This course reviews health habits of the college student, and a defi-
nite attempt is made to practice these habits. Scientific terms and in-
formation promoting an intelligent understanding of the various illnesses
are included. The laboratory practice covers techniques in nursing and
care of the sick. Prerequisites: Inorganic Chemistry, Nutrition, Science
I (Biology), Science II (Bacteriology).
HOME MANAGEMENT
Household Management I (Equipment) 4 semester hours credit
This course aims to show the relationship of the fundamentals of
Physics to the problems of the household; to give an understanding of
the scientific principles underlying the wise selection and operation of
kitchen and laundry equipment; and to study and compare the operation
and efficiency of various kinds of household equipment. Prerequisite:
The equivalent of high-school physics.
RELATED ARTS
Principles of Design I (Costume) 3 semester hours credit
Exercises in line, dark and light, and color to give experience with
the art principles as applied to costume. Study and use of historic pat-
tern and motifs significant in the present. Reading assignments, re-
search, and class discussions.
Indiana Catalocuf. Number 115
Principles of Desijjn II (Household) 2 semester hours credit
Application of design principles to interiors; experiences with desi'rn
and color combinations in wall covering, carpets, rugs, textiles, period
and contemporary furniture, house plans. Slide lectures, trips to shops,
readinp^s, discussions, and notebook collections of fine examples of sub-
jects studied. Prerequisite: Principles of Design I.
Applied Design I (Costume) 2 semester hours credit
This course includes a study of the selection of clothing for different
types of personalities, and the effective use of color, texture, and pattern
design in costume. One of the aims is to stimulate thinking concerning
individual clothing problems. Prerequisites: Principles of Design I and II.
Applied Design II (Household) 3 semester hours credit
A study is made of home architecture, simple landscaping, house
planning, building materials, wall finishes, floors and floor coverings,
furniture selection and arrangement, lighting, silver, glass and china.
The laboratory work includes trips to stores and homes, arrangement of
furniture, and the construction of some article which meets a practical
need. Prerequisites: Principles of Design I and II, Clothing I.
PROFESSIONAL
Home Economics Education I (Introduction) 1 semester hour credit
This course aims to acquaint the student with the broad scope of
home economics and the ethics of the professional worker trained in
home economics. It should develop an appreciation of teaching as a pro-
fession. Observations are made of home and piofessional situations and
an effort is made to bring before the student the contributions of leading
home economists and of the literature in the field. Prerequisites or co-
requisites: Place and Purpose in Education or Introduction to Teaching.
Home Economics Education II 3 semester hours credit
This course applies the techniques of the learning process of the
organization and administration of home economics. It includes effective
methods of presentation, the study of textbooks, testing, use of visual
aids, and money management. The work includes readings, discussions,
and reports. Perrequisites: Home Economics Education I. Education
Psychology.
Home Economics Education III 3 semester hours credit
This course deals wi;h the historical development and th? phil-~sophy
underlying vocational education. Emphasis is placed on home economics.
Theories of curriculum construction are applied in the working out of
units suitable for use in home economics courses. The home projects and
the use of the home visit are considered in detail. The work includes
readings, discussions, and reports. Prerequisite: Home Economics Edu-
cation I.
116 Teachers College Bulletin
Observation or Supervised Teaching 2 semestei- hours credit
This course aims to acquaint the student with the many responsibili-
ties of the teacher of home economics. Opportunities for observation and
participation will be given in home-room experience and in teachino:
varying- types of lessons. Prerequisites: Home Economics Education I,
II, and III.
Student Teaching 6 semester hours credit
The experiences of a student teacher will include teaching situations
under master teachers in general and vocational schools. Every effort
will be made for direct contacts with the lives of the pupils through the
actual supervision of home projects and the making of home visits. Pi'e-
requisites: Home Economics Education I, II, and III.
ELECTIVES FOR HOME ECONOMICS STUDENTS
These courses are available for students in home economics who de-
sire to broaden their training in a special field of home economics instead
of carrying a minor in some academic field.
Clothing IV 2 semester hours credit
This course develops an appreciation of what constitutes good design
in hats as part of the complete ensemble. It includes the selection and
construction in remodeling hats for different seasons.
Clothing V 2 semester hours credit
This course is a study of the infant and pre-school child's wardrobe
including selection of the materials and construction of garments appro-
priate to the child's physical, mental, and emotional development.
Advanced Costume Design 3 semester hours credit
This course strives to develop creative power in costume designing
with emphasis on originality and individuality. Work in draping and
modeling on the form, based on special needs and interests of the stu-
dents, is included. This course, planned to meet the needs of teachers
who wish to acquire a knowledge of the recent developments in this field,
is a lecture and laboratory course. Prerequisites: Clothing I, Applied
Design I, and the consent of the instructor.
Special Problems in Clothing 3 semester hours credit
This course includes various phases of clothing problems and is
suited to individual student needs. Problems such as selection, con-
struction, and remodeling of hats; selection of clothing for the pre-school
child; making of illustrative material in preparation for teaching are
presented. Prerequisites: Clothing I and II and consent of the instructor.
Indiana Catalogue Number 117
Special Problems in Foods 3 semester hours credit
This course includes newer phases of food problems arranged to
meet the pai'ticular needs of the group or of individuals. Food for spe-
cial occasions, foreign cookery, and arrangement of illustrative material
are among the suggested units. Prerequisites: Foods I and II and con-
sent of the instructor.
Clinic in Home Economics Education 3 semester hours credit
This course is handled largely on the workshop plan. A study is
made of the various phases or units of home economics needed for ade-
quate preparation for everyday living in the home, the family, the com-
munity. The philosophy underlying each unit and the objectives to be
secured will be analyzed and the methods and techniques for handling
such units will be presented.
REQUIRED COURSES IN OTHER FIELDS
Several courses in other departments are required for graduation in
the Home Economics Curriculum. Following is a list of these courses
with the page number where their descriptions may be found.
^''.?'? Page
English I 58 Appreciation of Art 94
English II 58 Appreciation of Music 130
Literature I 58 Physical Activity HI; HIT 71
Place and Purpose of Education Visual Education 52
in the Social Older 51 Inorganic Chemistry IH 82
Psychology — General 51 Organic Chemistry H 82
Psychology— Educational 51 Physiological Chemistry H 82
Principles of Economics 84 Physiology H 82
Principles of Sociology 85 Bacteriology 82
American Government 84
ELECTIVES IN OTHER FIELDS
Electives may be chosen from any of the other fields.
118 Te.'Chers College Bulletin
MUSIC EDUCATION DEPARTMENT
Irving Cheyette, Director of Department
Lola A. Beelar Mary Helena Muld'^wney
Aagot M. K. Bcrge Helen C. Prutzman
Mary Elizabeth Dunlap Pearl R. Reed
Thomas J. Hughes James H. Remley
Mary R. Lowman Laura M. Remsberg
Irma Bartholemew Marlin Lawrence C. Stitt
The State Teachers College, Indiana, Pennsylvania, is authorized by
the State Depaitment of Public Instruction to offer the degree curricu-
lum for the preparation of supervisors and special teachsrs of music.
Opportunities in Music Education. The increased recognition of
music as a fundamental part of our educational program is serving to
emphasize to superintendents and school boards the importance of select-
ing as the music teacher an individual of strong character and personal-
ity, who has a soundly developed musicianship and a broad educational
outlook.
The demand for well-prepared teachers capable of forceful leadership
in music is such as to offer excellent opportunity for future success to
superior high-school graduates whose interest and abilities lead them to
select the teaching of music as their profession.
The College has the faculty and equipment to offer and successfully
carry out every phase of the preparation and development of public-
school music teachers and supervisors.
Requirements for Admission. Applicants for entrance to the Music
Education Department meet the general requirements for admission as
given on pages 00-00 of this catalog.
In addition, the applicant should meet the following special require-
ments which are considered necessary for successful work in the music
department:
1. The possession of an acceptable singing voice.
2. Musical sensitivity in such matters as pitch discrimination, tonal
and rhythmic memory, harmonic sensitivity.
3. A musical background as a result of private study or a successful
public-school music experience.
4. The ability to play the piano or an orchestral or band instrument,
representing several years of study and a high degree of performing
skill.
Indiana Catalogue Number 119
The personal interview for music students is given by tiie Director of
the department. This interview has proved to be helpful in aidin;? the
applicant to determine his fitness for the work in the music curriculum.
Since we have more candidates than can be accepted, it is advisable for
the prospective student to make application for admission to the Regis-
trar of the College and arrange for an interview early in the new year.
Expenses. The entire expense for a school year of thirty-six weeks
amounts to approximately $492.00. The costs for one semester are item-
ized below. (Also see pages 18-21.)
Contingent Fee (covering the cost of class in-
struction, private lessons, and piano rental) ....$ 90.00
Board, Room, and Laundry 126.00
Books, Music Supplies, and Instrumental Rental,
etc 22.00
Student Activity Fee 8.00
$246.00
The statement on Private Instruction Fees found under Fees, page
00, does not apply to the students eni-olled in the Music Supervisors' Cur-
riculum. The above itemized statement of costs includes all fees charged
for enrollment in the Music Supervisors' Curriculum.
Student Teaching. Students in the Music Curriculum at Indiana
gain their knowledge of and experience with teaching situations through
three definite steps and procedures:
1. By observation periods in the training school during their fresh-
man and sophomore years. These observations are designed to teach
techniques while students are taking prerequisite courses in college, not
to professionalize subject matter.
2. In observation and actual teaching assignments in the training
schools during the junior year as part of the courses in Methods and
Materials. These assignments are limited in scope but definite as to re-
quirements and responsibility.
3. In twelve semester hours of Student Teaching required during
the senior year. This work is done in the elementary and junior high
schools located on the college campus and in the elementary, junior, and
senior high schools of Indiana.
All Student Teaching is done under careful, personal supervision of
critic teachers.
The student-teaching assignments are made so that each student
may have experience in teaching a period of 18 weeks in the elementary
120
Teachers College Bulletin
grades and a period of 18 weeks in the junior and senior high schools.
Personal responsibility for the quality and progress of the music work in
each of these assignments gives the young teacher a background of ex-
perience in meeting and solving the psychological and technical problems
common to the varying age levels.
The student teaching program at Indiana is the most complete pro-
gram to be found in the state, and includes the teaching of vocal litera-
ture, beginning bands and orchestras, class piano, eurhythmies, music
appreciation at the elementary school level; boys' and girls' glee clubs,
mixed chorus, general music, music appreciation, band and orchestra at
the junior-high-school level; chorus, orchestra, band, harmony, baton
twirling, marching, band maneuvers, class voice at the senior-high-school
level, thereby providing a rich background of student-teaching experi-
ences which well equips our students to take their place in the field of
music education.
CURRICULUM IN MUSIC EDUCATION
Sequence of courses subject to change for administrative purposes
FIRST SEMESTER
Clock Semester
Hours Hours
English I, including Library
Science 4 3
Place and Purpose of Edu-
cation in the Social Order,
including School Visita-
tion 3 3
Harmony I 3 3
Solfeggio I (Sight Read-
ing) 3 2
Ear Training I 3 2
Private Study: Voice, Piano,
Strings (Violin, Viola,
'Cello, Bass) ; Woodwinds
(Flute, Oboe, Clarinet,
Bassoon) ; Brasses (Trum-
pet, French Horn, Trom-
bone, Tube) ; and Percus-
sion Instruments, Chorus,
Orchestra, and Band.
Work arranged for great-
est benefit of students ... 9 3
Health Education 2 1
SECOND SEMESTER
Clock
Hours
Literature I 3
Fundamentals of Speech . . 3
Harmony 11 3
Solfeggio II (Sight Read-
ing) 3
Ear Training II 3
Private Study (See First
Semester) 9
Physical Education Activity 2
Semester
Hours
3
3
3
2
2
3
1
26 17
27 17
Indiana Catalogue Number
121
THIRD SHMESTI-R
Clock Semester
Hours Hours
Methods I 3 3
History of Civilization ... 4 4
Harmony III 2 2
Solfeggio III (Sight Read-
ing) 3 2
Ear Training III 3 2
Eurythmics I 2 1
Private Study (See First Se-
mester) 9 3
FOURTH SEMESTER
Clock Semester
Hours Hours
iinglish II 3 3
Appreciation of Art 3 2
Harmony IV 2 2
Elements of Conducting . . 2 2
Methods and Materials II . 4 3
Eurythmics II 2 1
Private Study (See First Se-
mester ) 9 3
25 16
26
17
FIFTH SEMESTER
General Psychology 3 3
Principles of Sociology ... 3 3
Harmony V 2 2
Advanced Instrumental Con-
ducting 3 3
Methods and Materials III 4 3
Private Study (See First Se-
mester) 9 3
SIXTH SEMESTER
Educational Psychology ... 3 3
Harmony VI 2 2
Elective 3 3
Advanced Choral Conduct-
ing 3 3
American Government ... 3 3
Private Study (See First Se-
mester) 8 2
24 17
22
16.
SEVENTH SEMESTER
Physical Science 4 3
Student Teaching and Con-
ferences 8 6
Private Study (See First Se-
mester) 6 2
History and Appreciation of
Music I 3 3
Technic of Teaching and
Supervision 1 1
22 15
EIGHTH SEMESTER
Educational Measurements . 2 2
Student Teaching and Con-
ferences 7 6
Private Study (See First Se-
mester) 6 2
Elective 3 2
History and Appreciation of
Music II 3 3
21 15
122 Teachers College Bulletin
REQUIRED COURSES FOR ALL MUSIC EDUCATION
STUDENTS
APPLIED MUSIC
INDIVIDUAL INSTRUCTION
The curriculum in music is designed to give opportunity for inten-
sive preparation in musical content and skills. C(mtinuous study of
voice, piano, orchestral and band instruments is required as an integral
part of a well-planned series of musical, cultural, and professional
courses. Such study is essential in the preparation of teachers who are
to function as leaders in music education, and this work is offered to all
students of the music curriculum without additional cost beyond the
regular contingent fee for the music curriculum. These courses may be
taken as electives by students in other departments upon payment of an
additional fee (See page 19.)
Vocal Instruction. This course is designed to develop the student's
ability to the maximum through physical, psychical, spiritual, and emo-
tional media. Basic fundamentals and principles are stressed thiough
correct posture, breathing, and co-ordination of "free activity." Musician-
ship is developed through interpretative analysis of rote and art songs.
Piano Instruction. In this course piano performance is correlated
with all of the theoretical aspects of the music curriculum. The develop-
ment of fundamentals of good technic, sight-reading ability, fundamen-
tals of touch, correct interpretation, accompanying of vocalists and in-
strumentalists are all emphasized.
String Instruction. This course embraces a progressive procedure of
study adapted to the technical and musical needs and abilities of the
student. Definite achievement in the playing of solo, chamber, and
orchestra music of all schools of musical art is stressed.
Wind Instrument Instruction. This course provides the student with
abilities and knowledge sufficient to deal intelligently with instruction in
the public schools. Technical skill is developed to the maximum ability
of each student, emphasizing proper tone production, development of
embouchure, breath control, articulation, and fingering technics as used
by professionals.
CLASS INSTRUCTION
Since class instruction predominates in the teaching of public-school
music, it is imperative that prospective music teachers become familiar
with the technics of class management; the psychology of class teaching;
and the materials available for class teaching in voice, piano, orchestral,
and band instruments. Instruction is so arranged that adequate oppor-
tunity to participate in various types of class instruction is available to
students without extra cost. Individual instruction and class instruction
are co-ordinated in a flexible manner calculated best to promote individ-
ual progress.
Indiana Catalogue Number 123
(Jroup V<»ice Instruction (For BG(?inners). This course is organized
to further the development of musicianship throujrh the physical, mental,
and artistic media. Fundamentals and basic principles are stressed
throupfh correct posture, breath control, co-ordination, and freedom of
the vocal mechanism. Artistry in vocal performance is stressed. Meth-
odolg^y emphasizes the ability to listen intelligently; give constructive
criticism; master vocal terminology related to experience; develop poise
in stage and classroom deportment; for.ter intelligent leadership in
music education thi'ough initiating small choral ensembles.
Group Voice Methods (For Advanced Students). This course in-
cludes an analysis of the technics of class instruction in voice; a study of
various methods in use for this purpose; a survey of ensemble literature
including madrigals, trios, quartets, and larger groups. Opportunity is
provided for appearances in school and community recitals, and in radio
broadcasts.
Class Piano Instruction (For Beginners). This course is designed to
develop general musicianship, reading ability, and the fundamental tech-
nic necessary for good tone production. Simple folk songs and the easier
selections from the classics are used for solo and ensemble playing. This
work is closely correlated with theoretic aspects studied in solfeggio and
harmony classes.
Advanced Piano Ensemble. This is a survey course for students with
superior ability at the piano. It aims to acquaint the students with lit-
erature for solo performance and for four hands or more, includin-r two-
piano compositions, symphonies, and overtures. Emphasis is on inter-
pretation and the improvement of sight-reading ability leading to growth
in musicianship and appreciation. Opportunities are provided for ap-
pearances in public recitals in school, community, and radio broadcasts.
A sui"vey of class piano methods is included in this course.
Class Violin Instruction (For Beginners). This is a course in be-
ginning violin playing as a practical introduction to the technical prob-
lems involved in the performance of stringed instruments. Instruction
is carried on as in the public schools, students thei'eby becoming familiar
with class technics as well as the technic of the instrument.
String Ensemble Instruction (For Advanced Performers). This
course provides a study of quartet style and quartet literature of the
classic and modern schools. Ensembles are organized on the basis of
individual ability in order to secure homogeneous grouping for the study
of graded literature. Opportunities are provided for public appearances
in school and community recitals, and in radio broadcasts.
String^ Class Methods. This course studies class instruction as car-
ried on in the public schools. Pi-oblems of class organization and pro-
cedure are demonstrated and a survey of materials is made. Provision is
made for observation of violin class instruction in the public schools.
Prerequisite: at least one year of violin instruction.
124 Teachers College Bulletin
Beginning Orchestra. This course includes, participation in a begin-
ner's orchestra with a view to becoming familiar with several orchestral
instruments through the song approach as well as becoming familiar with
orchestral routine. Work Avith instruments other than those already
played.
Woodwind Class Instruction (For Beginners). The clarinet is studied
for at least one semester as a basic instrument. During the second se-
mester, students rotate study of the remaining woodwind instruments
including flute, oboe, English horn, bassoon, alto clarinet, bass clarinet,,
and saxophone. This procedure enables them to become familiar with
the technic of teaching homogeneous and heterogeneous groups, the ma-
terials available for such instruction, and the technical problems to be
met in the study of these instruments.
Brass Class Instruction (For Beginners). The cornet or trumpet is
studied for at least one semester as a basic instrument. During the
second semester, students rotate study of the remaining brass instru-
ments including alto horn, French horn, baritone, trombone, and tuba.
This procedure enables them to become familiar with the technic of
teaching homogeneous and heterogeneous groups, the materials available
for such instruction, and the technical problems to be met in the study of
these instruments.
Advanced Vocal Ensemble (For Advanced Students). Students
chosen to participate in these groups must prove themselves capable of
demonstrating superior vocal ability as soloists. These ensembles study
quartet literature including compositions from opera, oratorio, and the
madrigal school. Concert appearances are provided through recitals and
broadcasts.
Advanced Wind Ensembles (For Advanced Performers). Woodwind
and brass ensembles as well as mixed groups, are organized according to
individual abilities to survey graded literature for such ensembles, and
to study ensemble style. Opportunities are provided to appear in public
recitals in school and community, and in radio broadcasts.
LARGER MUSICAL ORGANIZATIONS
College Choir. This organization is devoted to the study of choral
music and a demonstration of methods and procedures for the attainment
of superior choral singing. Essentials of singing are stressed including-
posture, breath control, elimination of tension, proper resonance, distinct
and natural pronunciation, phrasing, stype, and interpretation. This
course is required for juniors and seniors in the Music Curriculum. It is
elective and selective for sophomores and freshmen in the Music Cur-
riculum, and to students in the rest of the College.
Vesper Choir. The Vesper Choir is a girls' organization. Member-
ship is required of all freshman and sophomore girls in the Music Edu-
cation Department and is open to a limited number of girls from other
Indiana Catalociit NiiMurK 123
departments. The materials used i-epresent a hie:h type of musical liter-
ature. The work is largely u aippelh. This group performs for the Sun-
day vespei's.
Piano. Students must demonstrate an ability to play a prepared solo
representing at least Fourth Year of study; play an accompaniment to a
song, an instrumental solo, and accompaniments from the music-text
series as published for junior high schools; harmonize at the piano a
simple melody such as is published for primary grades; harmonize scale;
in any majoi' or minoi- key; and transpose a simple folk song to any key
es
Orchestra and Band Instruments. iStudents must be able to perform
artistically on one instrument of the band or orchestra such music as is
announced for solo performance in the National Contest list; perform
with merit on one instrument from each choir of the orchestra, namely,
a string instrument, woodwind, and brass instrument, such material as
is played by Intermediate orchestra or band ensembles; demonstrate and
play all orchestra and band instruments using folk songs and scales as
illustrative material; demonstrate familiarity with the problems of bow-
ing and fingering all string instruments; embouchure, breath control,
articulation, and fingering of all wind instruments. Superior pianists or
vocalists may offer these media for solo performance in place of an
orchestral instrument.
Examination Committee. At any time during a student's career in
the department, he may make a request to the Director to take the Per-
formance tests for graduation which will be given at the end of each
semester. Students who can satisfactorily meet certain of these require-
ments before the end of the fourth year may then devote the time saved
to the development of further skills in other aspects of their applied
music preparation. The examining committee consists of the applied
music teachers in each field, with the Director and another faculty mem-
ber constituting the other members of the committee.
CONCERTS, RECITALS, AND BROADCASTS
Any music curriculum which fails to materialize into functional use
to the College and community is sterile. The knowledge and skills ac-
quired must be adequately translated into usefulness through individual
and ensemble performances. Much experience in listening to and par-
ticipating in concerts, recitals, and broadcasts is provided throughout
the school year. These functions may occur as informal studio recitals.
Music Club informal recitals, formal evening concerts, co-operative fes-
tival programs, union church service of music, faculty-student recitals,
assembly music programs, seivice club concerts and other activities. The
department broadcasts a Music Appreciation Series over Radio Station
WHJB, Greensburg, each week during the second semester.
126 Teachers College Bulletin
RECORDING EQUIPMENT
The College owns its own recording equipment which makes possible
constant testing in applied music. Our students make frequent record-
ings during the year to check their individual growth in voice and instru-
mental performance. Recordings ai"e also made of the ensembles and the
larger musical organizations. These are purchased by the members of
these musical groups for reference use and also as mementos of many
glorious experiences in singing and playing with choir, band, orchestra,
and chamber groups.
MUSIC EDUCATORS CLUB ACTIVITIES
All students of the Music Education Department are automatically
members of the Music Educators Club. This organization sponsors trips
to Johnstown and Pittsburgh to hear the major symphony orchestras and
world-renowned concert artists and ensembles. Each class within the
club sponsors student recital-teas periodically. Such activities provide
opportunities for a desirable type of social intercourse and educate stu-
dents in accepting responsibility and acquiring social grace so essential
to the music educator. Student representatives elected by the Club sit
in as part of the Music Education Council of Faculty and Students,
which determines the policies of the department within the framework of
the College.
THEORY OF MUSIC
Harmony I 3 semester hours credit
This course offers a brief review of the essentials of music notation;
the study of intervals, scale forms and key signatures, harmonization of
chord progressions involving triads in root position and inversions. The
procedure includes eye, ear, and keyboard, with constant emphasis on
the musical aspects of the work.
Harmony II 3 semester hours credit
This course covers the use of the dominant seventh choid and its
inversions, cadences, sequences, passing and auxiliary tones, and simple
modulations. Keyboai-d work is continued and original use of acquired
material is begun.
Harmony III 2 semester hours credit
Chords of the seventh on the leading tone in major and minor keys,
secondary sevenths, chords of the ninth, chromatically altered chords and
embellishments are included in this course. Increased attention is paid
to the emotional effects of dissonance. Harmonic analysis is stressed.
Indiana Catalogue Number 127
Harmony IV (Keyboard Harmony) 2 semester hours credit
Summation and application of previous knowledge and experience to
gain facility in harmonization at the keyboard. Includes harmonization
of folk songs and melodies commonly used in the schools and community,
transposition, sequence building, creative work at the piano, and har-
monic memorization.
Harmony V 2 semester hours credit
This course includes a study of form and analysis. A study is made
of harmonic analysis; the structural designs commonly employed in mu-
sical composition; the smaller units of structure, the song-forms, rondo,
sonatina and sonata-allegro forms. Original composition in the smaller
forms is included.
Harmony VI 2 semester hours credit
Original composition comprises this course. The course includes
musical settings of texts for solo voices and for vocal groups; instru-
mental composition in various forms and adapted to various solo instru-
ments or instrumental ensembles; and arrangements of folk-song ma-
terial for vocal and instrumental groups.
Solfeggio I 3 semester hours credit
This course is designed to give the student mastery of the printed
music score so that he may interpret fluently, artistically, and accurately
all commonly used music symbols, including tonal patterns, rhythmic
notation marks of expression and interpretation. Emphasis is placed on
training the eye to see and the memory to retain increasingly larger
time and tone groups. Music approximates difficulty of that intended
for Grade V.
Solfeggio II 2 semester hours credit
At the end of the second semester, the student should be able to read
the material intended for Grades VI-VIII and should be able to carry
successfully any part assigned in part singing at this level of difficulty.
Solfeggio III 2 semester hours credit
This is an advanced course developing the ability to read at sight
music containing difficult intervals and rhythms, chromatic harmonies
and modulations, individual singing including quartet singing with par-
ticular attention to distinctness and naturalness of pronunciation. Special
stress on artistic sight singing of words and music and the feeling for
phrase and cadence.
Ear Training I 2 semester hours credit
This coui'se takes up the study of tone and rhythm so that students
will gain power to recognize, visualize, sing, and write melodic phiase.s in
all kevs from dictation.
128 Teachers College Bulletin
Ear Training II 2 semester hours credit
This is a continuation of melodic dictation, giving special emphasis
to the development of musical memory and to the ability to write com-
paratively difficult rhythms and melodic phrases after one hearing. Be-
ginning of chord dictation, utilizing the simpler harmonic progressions
encountered in Harmony I and II.
Ear Training III 2 semester hours credit
This is an advanced course devoted to the study of tone and rhythm
as applied to hannony and melody w^riting; the singing, aural recogni-
tion, and writing of chords and intervals in major and minor keys; melo-
dies in phi'ase and period form; visualization and memory drills.
Eurythmics I 1 semester hour credit
This course aims to give a systematic development of musical per-
ception, appreciation, and creative imagination, through varied rhythmic
bodily responses. It endeavors to unify physiological, social, and musical
factors through co-ordinated rhythmic activity. *
Tlurythmics II 1 semester hour credit
In addition to being able to express increasingly difficult rhythms
and forms, the student now learns to direct others in the various activi-
ties, improvises on drum and piano, organizes the work learned to fit in
•with the needs and capacities of grades to be taught later.
THEORY OF TEACHING AND SUPERVISION
Place and Purpose of Education in the Social Order
2 semester hours credit
This is an orientation course in Education which includes an analysis
of factors involved in the educative process; the evolution of modern
•educational pedagogy from primitive peoples to our own times with par-
ticular reference to the contributions made by the arts and music; the
:growth of the music-education movement in America.
Methods and Materials I (Grades 1, 2, 3) 3 semester hours credit
This course gives a comprehensive and analytical study of the young
•child's singing voice, of important texts and materials, and of teaching
methods suitable for the primary grades. Attention is given to the prob-
lems of the monotone; to materials and methods of vitalizing apprecia-
tion work; to choosing, memorizing, singing, and presenting rote songs;
to methods of presenting rhythm through singing games, interpretative
■movements, and rhythm band. Preparation of lesson plans, making of
•outlines, and observation of teaching are required.
Methods and Materials II 3 semester hours credit
The application of principles of education to the teaching of music
an the fourth, fifth, and sixth grades is made in this course. Various pro-
Indiana Catalogue Number 129
cedures are considered, involvinji: the relation and use of music with other
subjects of activity ptoKrams. The work of each year is consiflered as
well as the problems that confront the grade teacher and supervisor.
Methods and Materials III (Junior and Senior High School)
3 semester hours credit
This course includes a careful study of the changinj? adolescent voice,
its special problems; a survey of materials and methods for this area;
the integration of music with other subjects; the problems involved in
supervision and in organizing the music curriculum. Observation and
an increasing amount of participation in teaching are required.
Psychology of Music 3 semester hours credit
This course is designed to acquaint the student with recent psycho-
logical advances in the field of music and to relate these to educational
theory and practice. It includes analysis of the psychology of tonal and
rhythmic forifis; of musical functions involved in listening, performing
and composing; of measurement and diagnosis of musical abilities in-
volved in the musical personality. Assigned readings, reports, develop-
ment of test procedures are used in teaching. Prerequisite: General
Psychology.
Elementary Conducting 2 semester hours credit
This course acquaints the student with the art of conducting and
provides the necessary baton technic for conducting. Simpler songs and
elementary instrumental materials are used in the study and practice of
conducting, and an intense study is made of the technics of orchestra and
band instruments including transpositions.
Advanced Instrumental Conducting 3 semester hours credit
A laboratory course designed to build skill in baton technic; devel-
opment of musicianship through interpretative analysis of representative
works capable of being performed by senior-high-school and college in-
strumental groups; survey of materials for high-school bands and orches-
tras; study of individual instrument techniques, phrasing, bowing, in-
tonation, and ensemble. Opportunity is provided to conduct the College
Symphony and the College Band in rehearsal and to conduct school as-
sembly programs. Prerequisite: Elementary Conducting.
Advanced Choral Conducting 3 semester hours credit
An advanced course placing special emphasis upon preparation for
conducting glee clubs and choruses. It includes a sui-vey of suitable
materials; problems of organization and maintenance of groups; re-
hearsal technics; program building; conducting recitative and free
rhythm; appearance and grouping of choirs; preparation for festivals
and contests; technic of radio broadcasting; and a study of interpretation
including development of tone quality, blend, balance, intonation, una-
nimity, and phrasing. Prerequisite: Elementary Conducting.
130 Teachers College Bulletin
History and Appreciation of Music I 3 semester hours credit
Beginning with a rapid survey of contemporary developments and
tendencies, the development of music is shown from primitive beginnings
through the Classic Age. Great movements in musical developments are
traced, with their political and social background. The course aims to
extend the student's familiarity with music literature, and to develop an
understanding and appreciation of music as a vital factor in life.
History and Appreciation of Music II 3 semester hours credit
Beginning with Beethoven and the development of the Romantic
movement, this course deals with the great masters of the 19th century
and with the development of such art forms as the art song, the piano
solo, the symphonic poem, and the latter nineteenth-century opera.
Curriculum Materials, Selection and Adaptation
1 semester hour credit per semester
This course presents a summation of the previous- three years work
designed to enable the students to establish a philosophy of education
which will relate education theory to practice. An analysis of the prob-
lems involved in cun-iculum reconstruction, and the preparation of a
course of study in music education from pre-school age through adult
life based on the needs of the individual, the school, and community.
Student Teaching and Conferences 6 semester hours credit per semester
All student teaching is done under the careful, personal supervision
of critic teachers. Student-teaching assignments are made so that each
student may have experience in teaching: (1) in each of the six elemen-
tary grades for a period of eighteen weeks; (2) in the secondary schools
for a period of eighteen weeks; (3i) in instrumental instruction for
eighteen weeks; (4) class voice and class piano teaching for nine weeks.
Personal responsibility for the quality and progress of the music work
in each of these assignments gives the young teacher a background of
experience in meeting and solving the psychological and technical prob-
lems common to the varying age levels.
ELECTIVES IN MUSIC EDUCATION FOR MUSIC MAJORS
Orchestration for School Bands and Orchestras 3 semester hours credit
This is a practical course in the rudiments of scoring for small and
large ensembles including transpositions; cross-cuing; scoring for strings,
woodwinds, brasses; arranging and transcribing of songs, piano music;
scoring of marches and dance forms. Prerequisites: Harmony I through
IV.
Indiana Catalogue Number HI
Instrumental Methods and Materials 3 semester hours credit
A survey course of the newest texts in the tt-achinj? of instrumental
music; development of a course of study in instrumental music; tests and
measurements in this field; the administration of an instrumental de-
partment studying scheduling of classes, financial responsibilities, or-
ganization problems.
These courses are available for those music students who desire to
broaden their musical preparation in place of earning minor certification
in an academic field.
REQUIRED COURSES IN OTHER FIELDS
Several courses in other departments are required for graduation in
the Music curriculum. Following is a list of these courses with the page
number where descriptions may be found:
English I 58 Educational Measurements 52
English II 58 History of Civilization 84
Fundamentals of Speech 58 Principles of Sociology 85
Literatui'e I 58 American Government 84
Place and Purpose of Education * Health Education 70
in the Social Order 51 Physical Science 79
General Psychology 51 Appreciation of Art 94
Educational Psychology 51
ELECTIVES IN OTHER FIELDS
Electives from any of the other fields may be chosen by those stu-
dents who establish a high record of achievement in their major field
leading toward the completion of requirements for certification in these
respective fields.
ELECTIVES IN MUSIC FOR NON-MUSIC STUDENTS
Any of the courses in the Music curriculum are available to students
in other departments. There are no fees for the larger musical organiza-
tions, which are considered extra-curricular for non-music majors
132
Teachers College Bulletin
ENROLLMENT 1940-41
COLLEGE ENROLLMENT BY CURRICULA
Male
Intermediate Curriculum :
1st Year 5
2nd Year 5
3rd Year 9
4th Year 9
Kinderg:arten-Primary Curriculum :
1st Year 0
2nd Year 0
3rd Year 0
4th Year 0
Secondary Education Curriculum:
1st Year 42
2nd Year 23
3rd Year 37
4th Year -33
Art Curriculum:
1st Year 9
2nd Year 7
3rd Year 2
4th Year ,. 3
Business Education Curriculum:
1st Year 44
2nd Year 43
3rd Year 35
4th Year 27
Home Economics Curriculum:
1st Year 0
2nd Year 2
3rd Year 0
4th Year 0
Music Curriculum:
1st Year 16
2nd Year 26
3rd Year 17
4th Year 14
Totals 408
Total by
"emale
Total
Curricula
19
24
24
29
44
53
40
49
—
155
47
47
39
39
37
37
34
34
—
157
29
71
23
46
12
49
21
54
—
220
17
26
11
18
15
17
12
15
—
76
91
135
50
93
48
83
47
74
—
385
110
110
78
80
70
70
44
44
—
304
34
50
10
36
14
31
20
34
151
1040
1448
1448
Indiana Cataloc.uk Numhfk
m
COLLEGE ENROLLMENT BY COUNTIES
County 'lot"' Coiinfy
Adams 4
Allegheny 1^0
Armstrong 68
Beaver 17
Bedford 17
Berks 2
Blair 44
Bucks 1
Butler 12
Cambria 163
Carbon 2
Center 6
Clarion 10
Clearfield 40
Clinton 1
Crawford 8
Cumberland 9
Dauphin 10
Delaware 4
Elk 9
Erie 14
Fayette 32
Forest 1
Franklin 7
Fulton 2
Greene 5
Huntingdon 5
Indiana 348
Total
Jefferson 61
Lackawanna 1
Lancaster 2
Lawrence 27
Lehigh 3
Luzerne 6
Lycoming 1
McKean 4
Mercer 17
Mifflin 4
Montgomery 8
Northampton 4
Northumberland 2
Perry 4
Philadelphia 3
Potter 1
Schuylkill 4
Snyder 1
Somerset 63
Tioga 2
Venango 13
Warren 6
Washington 48
Westmoreland 132
York 4
Out-of-State 6
TOTAL 1448
COLLEGE LABORATORY SCHOOL ENROLLMENT
Kindergarten 33 Sixth Grade 35
First Grade 30 Seventh Grade 45
Second Grade 35
Third Grade 27
Fourth Grade 38
Fifth Grade 32
Eighth Grade 47
Ninth Grade 44
Tenth Grade 38
Total 404
134 Teachers College Bulletin
SUMMARY OF ENROLLMENT
First Semester 1940-41
College Enrollment — full-time students 1425
Part-time Students 185
Extension Classes:
Greensburg- 38
Johnstown 33
Somerset 32
Windber 35
138
Total College Enrollment 1748
Enrolled for Private Instruction (Music) 2
Enrollment in Campus Laboi-atory School 404
Second Semester 1940-41
Colleg'e Enrollment — full-time students 1337
Part-time Students 148
Extension Classes:
Cairnbrook 26
Greensburg 27
Johnstown 36
Somerset , 19
■ 108
Total College Enrollment 1593
Enrollment in Campus Laboratory iSchool 400
Number of different full-time students during year 1448
Enrollment Summer Session 1940 650
Enrollment Post Session 1940 195
Indiana Catalogue Number
135
ROSTER OF STUDENTS
1940 - 1941
GRADUATE STUDENTS
Adams, Ross Best
Baumgardner, Mildred Marie
Beelar, Lola
Birolo, Mary Margaret
Buchanan, Inez Endora
Byers, Eleanor Jane
Campbell, Mary Belle
Cassel, Virginia Bell
Claycomb, Charlotte Mary
Cox, Marion Minerva
Crawford, Charlotte
Davison, Margaret Ruddock
Diehl, Edgar Dale
Dotto, Anthony James
Eggert, Alice E.
Fichtner, Mabel Lenore
Fleming, Lillian Pauline
Fulton, Robert James
tiates, Frances Marlyn
Glassford, Mary Ruth
Graham, Clarence Moore
Graham, Clarence Moore
Green, Carl William
Harper, Helen Virginia
Harrison, William Richard
Helfrick, Hallie Naomi
Hesse, Myrtle L.
Hildebrand, Mabelle Stella
Joiner, Betty Louise
Kelley, Russell William
Kraft, Lucy M.
Kozelsky, Kathryn E.
Lacy, Kate
McDowell, Ruth Alice
Magill, Elizabeth Alma
Marshall, Dean Bryon
Maurer, Dorothy J.
Meneely, Dorothy Mae
Murray, Adam Russell
Ober, Galen Levi
Owens, William Russell
Patton, Sara Elizabeth
Porter, Lillian Elfa
Rumbaugh, Carolyn Louise
Shultz, Mildred Mae
Stephens, Miriam Amelia
Swank, J. Grant
Thomas, Ruth I.
Thompson, Anna
Westrick, Leo James
Williard, Waleska Myrtle
Wilson, Feme
Wolfe, Ardena L.
ELEMENTARY DIVISION
KINDERGARTEN-PRIMARY CURRICULUM
Seniors
Bond, Margaret Louise
Bussman, Betty Ann
Christy, Helen Lois
Gramer, Gwendolyn June
Folcik, Edna Tillie
Fry, Dorothy May
Gaston, Cora Mardell
Griffith, Gwendoljm Ruth
Hawk, Roxie M. Wetzel
Hockensmith, Doris Jean
Huston, Stella Laverne
Ickes, Sara Grace
Kelly, Elizabeth Claudia
Kimberland, Nancy Eleanor
Leyshon, Lillian Alice
Mahan, Doris Louise
Marietta, Frances Mary
May, Beatrice Louise
Reitz, Dorothy Louise
Ribblett, Lilla Betty
Riemann, Margaret Emmaline
Robling, Nancy Mae
Rose, Elizabeth Kuntz
Ross, Vivian Cleo
Shaffer, Mary Elois
Siverd, Mary Kathrjni
.Smail, Eleanor Araminta
Smith. Louise Caroline
Spires, Garnet May
Szenyo. Joan Erma
Tobias. Elizabeth Eleanor
Tombaugh, Esther Jane
Truxal, Emma Jane
Walker, Janet Gavle
136
Teachers College Bulletin
Juniors
Adams, Rosella Lillian
Anderson, Charlotte Ruth
Baumgardner, Janet Romaine
Burns, Eleanor Lee
Chase, June Bush
Craw'ford, Frances Marian
Giannino, Margaret
Hartley, Elizabeth Eyre
Hayes, Betty Martha
Hileman, Dorothy Jane
Himes, Nina Jane
Howe, Dorothy Jean
Hughes, Eleanor Marie
Inskeep, Margaret Jefferis
Kitto, Betty Jane
Leech, Norabel Ruth
Lewis, Dorothy Winifred
Lieb, Lucille Theresa
Lindberg, Louise Jane
Lloyd, Elizabeth Josephine
Losasso, Viola Olga
McCormick, Margaret Louise
Mikish, Helen Elizabeth
Opel, Isobel Mary
Roney, Elizabeth Mary
Ropele^yski, Irene Regina
Routch, Mary Elizabeth
Russell, Jeane Charlotte
Schry, Sara
Sinclair, Vivian Alma
Spicher, Beulah Irene
Solonik, Helen
Stockberger, Alice Arlene
Switzer, Frances Elizabeth
Wallen, Emily Jane
Watson, Miriam Lillian
West, Betty Jeanne
Sophomores
Allen, Marthagene May
Barnhart, Kathryn Virginia
Boston, Elizabeth Jane
Caulkett, Charity Roberts
Cron, Jane Ann
Cummins, Florence B.
Davison, Mary Gwendolyn
Delach, Emily Florence
Giusto, Josephine Pauline
Graham, Patricia Connor
Grube, Vivian Lorena
Hamberger, Helen Frances
Hindman. Martha Louise
Hunter, Rhoda Mabel
Hutchison, Phyllis Main
Krisko, Lillian Sylvia
Lewis, Esther Marie
Lias. Martha Jean
McAlevy, Marjorie
McGreaiy, Elizabeth Jane
McLaughlin, Anna Ellen
Moeller, Kathryne Jean
Morrison, Marian Frances
Musser, Pauline Louise
Obester, Helen Marie
Puskar, Emily Elizabeth
Rairigh, Kathryn Joyce
Rifenbary, Barbara Eileen
Sampson, Lois Cathex'ine
Sanford, Grace Louise
Scherer, Martha Elsie
Schratz, Dorothy Louise
Shirey, Edna Mae
Shope, Mary Elizabeth
Shunkwiler, Gladys Maxine
Shutt, Betty Mae
Swartz, Mary Jeanne
Townsend, (Mrs.^ Mary Louise
Walker, Agnes Trythena
Watson, Marjorie Ann
Weaver, Betty Lee
Whitaker, Audi'ey Berdene
Freshmen
Abel, Christine Louise
Adair, Mary Elizabeth _
Anderson, Alberta Louise
Beckley, Eunice Viola
Bender, Marian Agnes
Bigler, Florence Jeanne
Brown, Marguerite Georgianna L.
Bush, Elizabeth Adeline
Butler, Phyllis Mae
Church. Margaret Corrinne
Clark, Blanche Ethel
Clouser, Betty Isabel
Croyle, Mary Lou
Crum, Betty Eunice
Cummings, Margaret Ann
Cunningham. Donna Marie
Dunlap, Jean Ruth
Elder, Blanche Louise
Elliot. Janet Holliday
Fly, Dorothy V.
T^oprtsch. Ethel Mae
Folina, Alba Nicholena
Green, Edna Pearl
Griesby, Martha Jane
Harkleroad, Irene Gladys
Hawkins, Sara Clarinda
Hepner, Ruth Louise
Jelovchen, Mary Louise
Kino:, Jane Louise
Luffy, Amy Sue
McElroy, Anna Mizpah
Martin, Ellen Elizabeth
Miller, Freda Beryl
Miller, Janet Joan
Olson, Helen Jane
Indiana Catalocuf, Numhkh
137
Pryor, Evalyn Jean
Saylor, Ruth Louise
Shaffer, Mary Christina
Shaw, Patricia Burton
Shutter, Dorothy Adeline
St. Clair, Ivagene
Stevens, Lois Evelyn
Sullivan, Mary Ellen
Swanson, Myrna West
Thomas, Betty Vir(<inia
Tonkin, CJene Eleanor
Weatherly, Lenore Alice
Weaver, Edythe Mae
Wetzel, Helen Aileen
INTERMEDIATE CURRICULUM
Seniors
Bluhm, Marion Kathryn
Branthaver, Mary Isabel
Capizzi, Antonetta
Carper, Marp-aret Evelyn
Cisarik, Elizabeth Anna Mae
Dau^herty, Helen Elizabeth
Deemer, John Pai^e
Denison, Ruby Jean
Fennell, Lois Virginia
Field, Mary Faye
Flecker, Anna Marguerite
Gelfand, Bessie Clare
George, Hazel Angeline
Grexa, Ann Louise
Harl, Florence Louise
Hawksworth, Betty Jane
Horner, Sarah Anna
Hysong, Marjorie Mae
Kepple, Florence Isabel
McClellen, Lucindia Pauline
McGaughey, Gladys Mae
McLaughlin, LaVern Gillis
McMillen, Jean Larue
Myers, Geneva Irene
Pesci, Jane Genevieve
Pierce, lona Ruth
Ramsell, Mary Elizabeth
Rishel, Betty Janet
Ross, Jeanne Cochran
Schafer, Mrs. Marian Schrecongost
Smith, Betty Jane
Streams, Mary Janet
Streams, Ruth Adella
Tronzo, Geraldine Theresa
Yeager, Mary Andessa
Younkin, Emilv Jane
Zimmerman, Helen Maxine
Juniors
Adams, Elizabeth Kathryn
Atkinson, Clifford Waide
Barr, Gladys Joette
Bennett, James Rowland
Billups, Margaret Elinor
Binkey, Grace Elizabeth
Bowers, Ruth Vivian
Brown, Geraldine Alyce
Calhoun, Jane Elizabeth
Conrad, Naomi Catherine
Cox, George William
Czerny, Annabelle Aureli
Ely, Helen Louise
Fallon, Gladys Josephine
Fike, Betty Lorraine
Geisel, Mary Jane
Gerhardt, Jane Thelma
Gongaware, Wayne Gale
Grove, Elenor Matilda Harshb
Harshberger, Frances Adalino
Hershberger. Sara Kathryn
Johnston, Florence Adelaide
Kantorik, Carl Reuben
Kearney, Emily Marie
Kelley, Mabel Claire
Lehman, Barbara Grace
Lentz, Catherine Rebecca
Little, Ann Louise
McAneny, Mary Elizabeth
McCabe, Patrick Francis
McCloskey, Emily Elizabeth
McCreary, Mary Alice
McFeater, Anna Margaret
Marshall, J. Chapman
Morris. Thelma June
Mulhollen. Dorothy Helen
Munn, Alvin Alexander
Murphy, Dorothy Eleanor
Panasci, Teny
Park, Vivian Ruth
Rairigh, Jane Elizabeth
Ray, Marie. Kathryn
Roberts, Dorothy Louise
Salsgiver. Neal Arthur
Sample. Malcolm Earl
Sample, Ruth Elsie
Schneider. Bettv Jane
Smith. Edith Maizetta
Thomas, Mary Louise
Uncapher, Jessie Marie
Whitfield. Pauline May
Williams. Ruth Lenora
Wilson, Lois Heilman
Zellefrow, Martha Kqthleen
Zeltner, Alberta Mae
138
Teachers College Bulletin
Sophomores
Abbott, Anna Marie
Barnhart, Margaret Louise
Baumgardner, Vera Agnes
Beatty. Ellen May
Bondi, Sara Joanna
Boon, Eleanor Lavinia
Craft, Fred Dodd
Davis, Anne Katherine
DeFazio, Peter Paul
Gerns, Dorothy Virginia
Gilkey, Charlotte Catherine
Gustafson, Janet Elaine
Hayes, Ruth Louise
Hill, Thomas Quay, Jr.
Hrezo, John Vincent
Kenepp, Mary Vivian
Klingensmith. Edna Mae
Knoff, Carol Maxine
Lee, William Hugh
Mclntyre, Margery ,Stede
Marley, Jack Richard
Martin, Florence Margaret
Moliterne, Eleanor Virginia
Pavlich, Ann Marie
Randall, Thelma Vivian
Ray, Harry Woodrow
Reiman, Helen Feme
Rhodes, Constance Louise
Sarver, Isabel Gertrude
Somerville, Helen Louise
Tomanek, Kathleen Jane
Travis, Mary Elizabeth
Williams, (Mrs.) Janet Zimmer-
man
Freshmen
Anderson, Howard Blair
Baldridge, Richard Smythe
Blankett, Hannah
Brooks, Iva Margaret
Clawson, Garnet Glenn
Dively, Jean
Flicker, Mary Blanche
Errett, Lois LaVerne
Gall, Jeannette
Gibson, Donald Mott
Graham, Frederick Fuller
Johnson, Betty Rose
Kauffman, Jennie May
McTigue, Stella Leona
Milligan, Dale Neale
Mowery, Ruth Marian
O'Brien, Mary Patricia
Raleigh, Ella' Marie
Romanyshyn, Pearl Marie
Saler, Lillian May
Sheasley, Donald Leroy
Stern, Ruth Dorothy
Stewart, Thelma Eileen
Wareham, Fanetta Jane
Waslosky, Betty June
Williamson, Nancy Jane
Wilson, Janet Heilman
SECONDARY EDUCATION DIVISION
Seniors
Balionis, William Andrew
Caldwell, Esther Mae
Caldwell, Evelyn Rosalie
Calhoun, Samuel Reed
Ceraso, Irene Olga
Cline, Marjorie Helm
DiMauro, Charles Rudy
Elko, George Henry
Fetterman, William Franklin
Glebovich, Paul Joseph
Gongaware, Wayne Gale
Gosnell, Mae Elizabeth
Grandinett, Harry Felix
Hargraves, John Morrison
Harris, Margaret Elizabeth
Held, LeOra LaRea
Herron, James Watt
Hovanec, Albert James Charles
Jamison, Clair Reyburn
Johnson, William Patterson
Kirk, Robert ,Scott
Knisely, Sarah AUene
Labash, Ann Louise
Lingenfelter, John Fi'ancis
McGee, William Harry
McHugh, Martha Jane
McKee, James Elder
Mamula, Mildred
Markey, Hope Eleanor
Moorhead, Alice
Munro, Beth Robertson
Orlosky, Joseph Leonard
Palmerino, Lucy Marie
Reams, James Vernon
Sandy, Daniel Louis
Scott, Ruth Minerva
Shaffer, Kenneth Eugene
Smith, Henry Jay
Smith, Thomas Edward
Stephenson, Clarence David
Stidham, Chai-lotte Marie
Swauger, Craig Giffen
Indiana Catalogue Number
139
Sybinsky, Andrew
Tompkins, Maiy Elizabeth
Vinton, John Preston
Wardlaw, Mary Helen
Wine, John Richard
Wise, Barbara Virj^inia
Wolfe, Budd Louis
Juniors
Adami, William Stephen
Alcamo, Frank Paul
Bagley, Raymond Lloyd
Beatty, Robert Eugene
Bergman, Lawrence Dean
Bernabei, Leo
Buchanan, Meade
Buchanan, William George
Campbell, Thelma Louise
Cano, John Sylvester
Carbaugh, Justin Lee
Casseday, Lillian June B.
Cicero, Mario John
Clifton, Margaret Elizabeth
Crawford, William Dale
Curley, George M.
DeMezza, Markle John
Dick, James Liggett
Flinn, Paul Short
Hancock, Mavy Pendry
Hartley, Jess Dyson
Hedfors, Elsie Gene
Herman, Robert Martin
Hess, James Wilbur
Kolody, John Theodore
Kotchin, Stanley Paul
Leard, James Carl
Lewis, Malissa Ruth
Lindsey, Eugene Elmer
Lydick, Alma Louise
McElhoes, John Edward
McPhilimy, Harry Simpson
Mason, James Bithell
Myers, Ruth
Pearson, Richard Fredrick
Penn, Franklin Marvin
Pounds. John Harold
Quail, Boblvn La Rue
Shaffer, Bettv LaRue
Shaffer, Clairalene Lenore
Sulkoski. Cecelia Alice
Sutton, Guy Paul
Swan, Edmund Bruce
Timm, Fred Adolnh
Truby, Charles Hill
Tyger. Charles Hanna
Uhler, Rav Cremer
Wiesen, Henry Hattman
Zehner, Wayne Carl
Sophomores
Allen, Mary Louise
Balfour, Dorothy
Beezer, Robert llamilton
Bellotti, Helen Barbara
Bober, John
Bowers, Gerald G.
Bracken, Robert Arthur
Braffette, Dorothy Evelyn
Brant, Russell Lee
Buchanan, Frank A.
Carbaugh, Gwendolyn Ruth
Carlson, Alverta Jeanne
Carney, Harry Arnold
Cicola, John Joseph
Daugherty, Jean Burnette
Depkovich, Thomas Edward
Douglass, George Wilson, Jr.
Fatora, John Aloysius
Fordyce, Mae Jean
Fyock, Lois Evelyn
Giunta, Dominick Robert
Hill, Walter Carleton
Hohn, Matthew Henry
Hunter, James Murry
Hyskell, Virginia Constance
Jacobson, Lena Jane
Kime, Donald Goheen
McCunn, Harrison Blair
McKee, Betty Ruth
Mowry, Paul Morgan
Murray, Betty Jane
Nelmes, Edwin Vincent
Nesbitt, Martha Jane
Nicholas, Margie
Pignani, Tullio Joseph
Quinn, James Joseph
Ramale, Dorothy Amanda
Romano, Th'podora Jeanne
Ross, Marion Elizabeth
Schmucker, Gene Calvert
Slaubaugh, Dorothv June
.Smith, Peggy Lucille
Streams, Evelyn Grace
Trimarchi, Eugene James
Vanderpool, Naomi Ruth
Varner. Lawrence DeVere
Wetzel, Sara Jane
Woods, Helen Jane
Freshmen
Baker, Merle Vernon
Balog, Victor Joseph
Boden. Todd Ray
Bortot, Josephine Marie
Botsford, Paul L.
Bowser, E. Earl
Braughler, John T.
Brown, Betty Claire
140
Teachers College Bulletin
Campbell, C. Maxine
Carroll, George Anthony
Commclla, Samuel Edward
Conn, Betty Louise
Davis, Harry Edmund
Deane, Paul E.
Deasey, Wilfred F.
Dumm, Cornelius M.
Eckland, Norman Clyde
Fornella, Catherine Marie
Fosselman, Mildred Irene
Gatskie, Michael J.
Graff, Mary Jane
Halverson, Priscilla Matilda
Hansel, George Sheldon
Henderson, Homer Myron
Hess, Meda M.
Hipps, Rose Ann
Howard, Betty Louise
Husak, John
Hysong, Doris Ethel
Jackson. Helen Louise
Keith, Marion Heber
King, Mary L.
Kish, Nicholas Z.
Krisko, Andrew Eugene
Lodge, Florence Ruth
Longwill, Frances Louise
Mclntyre, Norbert Joseph
Maurer, Donald LeRoy
Mauro, Albert Peter
Meehan, Mary Louise
Menk, Elizabeth Jane
Miller, Richard Ray
Mitinger, Catherine
Moran, Rita Ceceilia
Mowrey, Muriel Jean
Meyer, LeRoy Annon
Nocco, Louis Jack •
O'Connor, Joseph P.
Parana, William James
Paul, Andrew J.
Polliard, Burton H.
Price, Arthur Edwin
Rafas, Thomas Joseph
Repine, Martha Mae
Romeo, Frank William
Romano, Rose Marie
Saul, Florence Mae
Shoup, Mildred Irene
Smith, James Wesley
^nratt, John Mack
Stottlemver. Richard Glenfield
Szabo, Peter
Telerico, Frank Louis
Uhler, Helen Louise
Walach, Frank Bernard
Walthour, Annetta Jean
Wells. Loui? Edwin
Wenninqr, Gladys
Willis, Constance Ann
ART
Seniors
Arfley, Winifred Margaret
Christ, John Arthur
Hornick, Florence Gertrude
Johnson, Helen Eileen
Little, Lillian Pearl
McDowell, Jean Alexandria
Motovich, Esau
Pratt, Dorothy Alice
Radaker, Helen Marie
Rook, Nettie Jane
Smith, Betty Jane
Weiss, Kathleen Jane
Wiesen, George William, Jr.
Wilgus, Gertrude June
Winger. Mary Clare
Juniors
Austin, Augusta Jayne
Beacom, Jane Harriett
Beaver, Elaine Martha
Carlson, Marian Jean
Danner, Kathleen Eva
Detweiler, Ruth Seidel
Dossi, Serenus William
Foersch, Irene Frances
Gebhardt, Ruth Bernice
Hill, Virginia Shammo
Kipp, Walter James
Miller, Olive Erdine
Quinn, Dolores Margaret
Shaull, Gracella
Watson, Bai'bara
A^'^ilgus, Mary Elena
Wissinger, Darle Eileen
Sophomores
Brumbaugh, Thomas Brindle
Dominick, Willard Frank
Gemmell, John Donald
Kennedy, Agnes Caroline
Kennedy, Vivian Louise
Kingston, Howard Melvin
Koehler, Ruth Elizabeth
Kramer, Eileen Julanne
Loser, Gertrude May
Nichol, Charles Monroe
Reynolds, Charles Rodney
Indiana Catalogue Ndmber
141
Richardson, Marlys Gene
Rie^, Geoi'KC'tte Marian
Shaffer, Madalene Lois
Short, Imoffene
Snyder, Albert James
St. Clair, Emma Elizabeth
Stormer, Marietta Joan
Freshmen
Aye, Helen Lucille
Badger, Jess William
Boyer, Ardith Louise
Bretherick, Phyllis Rowena
Buchman, Natalie Doiis
Caldwell, Ruth Anna
Campbell, Margaret Jane
Coon, Miriam Louise
Cunning-ham, Alice Ruth
Cunningham, Roe Addison
Deaner, Russell Ross
Foley, Jack Richard
Gillis, Charles Lawrence
Gusky, Elaine
Henry, Ruth Fohl
Holt, Earle Francis
Holt, Merle George
Line, Anna Rae
McGrain, Billie Ann
Mack, Frances Amy
Miller, Henry Andy
Orms, Betty Jane
Poole, Alice Louise
Shaw, Elizabeth Nell
Wagner, Clair
Walker, Eugene Ray
Weaver, Grace D.
Zimmerman, George Emery
BUSINESS EDUCATION
Seniors
Abel, Darrell Lionel
Ackerman, Georgia Marie
Arnold, Carolyn
Barto, Steve Thomas
Blttinger, Minnie Marie
Blain, Carol Ann
Bond, Ronald Meade
Boyle, ^ James Gordon
Brantlinger, Margaret Alice
Butterworth, Pearl Gladys
Chambers, Verna Mae
Cooper, Charles Lewis
Constantino, Sam Nick
Dinger, Margarett Louise
Docktor, Theresa Patricia
Dolinger, Charlotte
Dunhoff, William Morton
Eby, Mary Elizabeth
Farie, Pauline Madeline
Feeney, Mary Eileen
Freeman, Ralph
Gandolph, Enis Alice
Garber, Thomas Mumma
Groleau, Jeanne Louise
Grundy, Edward Joseph
Heilman, Esther Elizabeth
Heilman, James Aric
Horner, Mary Katherine
Howe, Berths Josenhine
James, Phyllis Adele
Johnston. Ravmnnd Milton
Klink, Olive Ada
Laing, Alice Belle
Liebi, Meridith FUsw^rth
Litsinger. Charl'^'^tp Jane
Lynch, Marian Eileen
McCann, Mary Cecelia
McCartney, Mary Ruth
McGrew, Frank William
McMaster, Alda Vivian
McMinn, Thomas Reed
McPhilimy, Helen Virginia
Maruk, Mike
Master, Pauline
Miller, Theda T^llen
Monfredo, Nellie Annette
Mountsier. Frances Jane
Nicksick. Amelia Smilia
Notareschi, Marv Joan
Nudge, Emma Suzanne
O'Toole. James Lawrence
Perry, Pauline Emma
Pritts, Bertrum Glenn
Quinn, Clara Eileen
Rockefeller, Harriett Elizabeth
Ross. Eunice Marian
Santarelli, Tobias Franklin
iSchwing, Donald Louis
Shuster, Joseph
Smif^h, Fredrick DeVovo
Smith, Harrv Raymond
Stadtmiller, J^nifs Phil'o
Stewart. Marv Elizabeth
.Stewart, Ruth Eleanor
Terchila, Helen Jean
Tuhovak, Martha Michaele
Uhron, Paul Carroll
Vargo, Joseph Pernai-d
Walt. Aurelia Hopp
Walton, Mariorie Swires
Weaver, Ruth GevalHine
Whittaker. Russell Ernest
Williams. Gladys Margretta
Williams, Margaret Jane
142
Teachers College Bulletin
Juniors
Anderson, Maurice Hamilton
Andreas, Emma Jean Genevieve
Askins, Albert Wesley
Bell, David McCall
Beyer, John
Brandon, Betty Nell
Cai'ter, Milton James
Cassatt, Donald Lee
Chihon, John Ramon
Colesar, William Edward
Corcoran, Elizabeth Anna
Cribbs, Ri^ith Elmyra
Dare, Margaret
DeMatt, Eugene Robert
Dulaney, Kathryn Leah
Evanko, Frank Steven
Evans, Hanna Jane
Fish, Mardelle Eve
Freed, John Everett
Fiischmann. Donald William
Gill, Florence Jane
Graham, Levoy Jane
Graham, Robert Allen
Hageman, Alice Alfreda
Hammer, Donald Nickalous
Hawk, Charles Walter
Hill, Benjamin Wilson
Hogue, Samuel Thompson
Hornick, Ethel Irene
Hughes, Mary Evelyn
James, Verna Irene
Jaylock, Clara Roberta
Johnston, Elizabeth Marie
Kane, Betty June
Karabinus, Dorothy Victoria
King, William Christian
Koenig, James Robert
Korb, Helen Ruth
Letzler, Doris Lenelle
Lewis, Lawanda LaRue
Litzinger, Leonard James
McCauley, Mary Elizabeth
McLaughlin. Betty Jane
McNitt, Lois Margaret
Metrangel, Mary Elizabeth
Metzler, John Henry
Motily, Margaret
Nicely, Margaret Isabell
O'Hara, Jean Ruddock
Paulisick, Olive Mae
Perfilio, Anthonv Salvadore
Purdie, James Taylor
Rankin, Rosemary
Rea, Georgia Jane
Reinish, William Jacob
Ritter, Winston Robert
Robertson, Hugh Frank
Russell, Helen Lucille
Saloom, Mary Louise
Sansonetti, Fred Philip
Schrecongost, Kathryn Belle
Seanor, Ruth Maxine
Shank, Berdyne Delmont
Shankle, Ford Wilson
Shearin, Dan Richard
,Stahl, Melba Marie
Stover, Anna Morrison
Stull, Genet Mae
Sutter, Dorothy Katherine
Swanson, Robert McLean
Taylor, Jean Louise
Teeter, Martha Lois
Trainer, Clark Winfield
Wagner, Phyllis Elizabeth
Walker, Grace Feme
Weed, Helen Pauline
Whipkey, Doris Evelyn
Whitney, Katherine Jean
Wine, William Bernard
Yanity, Carolyn Verona
Yurcina, Elizabeth Helen
Zorena, Orest Anthony
Sophomores
Barry, Helen Joan
Baumbaugh, Herle Ray
Beck, Kathryn Jane
Beckley, Landis Paul
Bergman, Paul Joseph
Blimmel, Margaret Rose
Bonnar, Helen Catherine
Brewer, Martha Mae
Butts, Betty Verdeane
Cartwright, Wm. Cunningham
Cindric, Blase Jacob
Cochrane, Robert Duncan
Corazza, Jane Mary
Costas, Liberty
Cravener, Leahmon Augusta
Cribbs, Margery Luella
Crissman, Theda Mary
Crosby, Vernon Roy
Davis, Robert Womer
Dillman, Janet Marilyn
Durbin, Lillian Mae
Ellenberger, Dorothy Louise
Ferraro, Norma Elizabeth
Fetterman, Gerald Richard
Fulton, Frank Vernon
Gilmoi'e, Betty Kay
Good, Jean Waddell
Heilman, Julia Josephine
Herrholz, Dorothy Jean
Hill, Marjorie Louise
Hogg, Frank Leroy
Hough, Edward Lewis
Johns, Benton Kenneth
Johnson, Ruth Marie
Jones, Clyde Ray
Jordon, Ruth Aletta
Indiana Catalogue Number
143-
Kalmanek, Charles Robert
Kikta, Carolyn Louise
King, Marofaret Katherine
Kopchik, Nicolas
Krah, Berniece Wilma
Krug, Agnes Louise
Lantz, Sue Lucille
Lazar, Olga Margaret
Leckey, Jeanne Tope
Linamen, Harold Frederick
Long, Jean Frances
Lyons, Byron Philip
McAfoose, Richard Donald
McGrew, Robert Louis
McNaughton, Raymond Dick
Martinke, Richard
Maslanik, William Boris
Matejczyk. Leonard Francis
Miller, Lisle Fleming
Miller, Mary Helen
Moot, Lydia Jane
Nardis, Bernard Dean
Nichols, Harold Edwin
Olshock, John Milton
Peters, James Leroy
Pezzuti, Anne
Price, Mary Jane
Pringle, Ruth Proper
Raab, Robert Charles
Reed, Allen Wayne
Rigby, Elwood Blair
Ritter, Dunham John
Roberts, Virginia Mary
Costic, Roman
Rooney, Jean Rose
Rowley, Betty Jane
Ruthko, Fred
Santangelo, Russell Joseph
Scott, John Wayne
Shank, Doyle
Shapiro, Ruth
iShea, Helen Lavina
Sheeder, Elwood Batley
Shirey, Dorothea Lorraine
Shoenfelt, Gladys Louise
Smider, Edna Annette
Smith, Blanche Elizabeth
Smith, John Clair
Startzell, Mary Anna
Stewart, Charles Lloyd
Straub, Eleanor Ruth
Tritschler. Mary Ellen
Varner, Max Murry
Walker, Donald Monroe
Wolford, Margaret Constance
Yeager, Jane Elizabeth
Yorke, Helen Rita
Young, Mary Louise
Freshmen
Abraham, Thomas
Anis, Dorothy Louise
Anton, Thomas
Aubel, Nancy Ellen
Barber, Katiiryn Rita
Barns, Margery Ann
Bault, Constance Allyn
Bond, Lon Skinner
Bonomi, Florence Margaret
Bowman, Blanche May
Branthoover, Betty Jean
Brewer, Olive Marie
Briggs, Eleanor Anne
Bucco, Louise Mary
Burkett, June Louise
Butler, William David
Carlson, Ruthe Eleanor
Catsouphes, Cornelia Maritsa
Caylor, Harold Eugene
Clawson, Martha LeVonne
Cline, Gail Dolores
Connolly, Elizabeth Jane
Corey, Donald Ray
Craig, Doreen Mary
Cramer, Vera Margaret
Crawford, Georere Glen
Criner, Helen Clare
Cutler, William Edwin
Dalzell, Martha Jean
Davis, Marion Lillian
DeJohn, Ruth Ann
DeMichelis, Josephine Gloria
Demopulas, Sylvia
Diehl. Richard Kenneth
Dinsmore, Doris Theresa
Dobrosky, Dorothea Helen(!
Donofsky, Mildred Selma
Douglas, Martha Patricia
Dydiw, Walter
Fiola, Wayne Leo
Finn, Robert Shei-^vin
Finn, Walter Jacob
Flori, Francis Dee
Fowler. Thora Alice
Fry, Donald Hartman
Glassner, Carolyn Mowry
Glessner, Thelma Faye
Goldman. Ida
Grygiencz. Sonhie Josephine
Gundry, Ida Claire
Halama, Margaret
Harvan, James Rudolph
Heilman. Norma Jean
Jobs, Helen Viola
Johnson, Harry Cummings
Johnson. Jean Elizabeth
Jones, Thelma Josephine
Jurgens, Catherine Eleanor
Kadar. Emma June
Kahler, Esther Elizabeth
144
Teachers College Bulletin
Kempf, Helene Berniece
Kishpaug^h, Dorothy Jess
Kiska, John Albert
Klein, Lillian Ann
Knapp, Joseph
Kozak, Alice Lilly
Kuntz, Robert Emory
LaMantia, Phyllis Maiy
Little, Fred Wallace
Lohr, Evelyn Gertrude
McCreary, Katherine Martha
McCullough, Jean R.
McFadden, Mary Margaret
Mclntyre, Hazel Edna
McKown, Kenneth Edward, Jr.
Madill, Jean
Martin, Fay Woodward
Martucci, Eleanor Marie
Matz, Pauline Jean
Mercer, Jack Hall
Miller, Robert Louis
Mladenick, Tillie Rose
Moran, Martha Louise
Myers, Vivian Irene
Naser, Sara Bell
Nealer, Paul Ernest
Nogrosky, Martha Nettie
North, Lucille
O'Donnell, Virginia Helen
Page, Harry Glen
Patterson, Edwin Charles
Pecori, Jeanne Marie
Perkins, Faye Harriet
Reisinger, Robert Lynn
Richards, Thomas Lee
Salvatora, Dorothy Mae
Sanzeri, Nancy Ann
Schrall, Regina Rita
Seboly, Catherine Elizabeth
Seneca, Anna Lucy
Serreo, Alfred Fred
Sheehe, Patrick Thomas
Sheffer, Chelsea Jane
Shevock, Veronica Delores
Shustei-, Stephen
Skertish, William Michael
Skapura, Olga Rosalie
Smith, Elizabeth Jane
Smith, Wilma Lee
Spagnolo, Edward Anthony
Spanko, Mildred Margaret
Steele, Donald Clifton
.Swanson, Isabelle Lois
Swanson, Lorraine Rachel
Thomas, Julia Monette
Thull, Edward Corneliaus, Jr.
Trainer, James Otis
Travis, Laird Dwight
Turner, Evelyn Marie
Uber, Betty Jane
Ward, Jean Mildred
Werner, Ruth Margaret
White, John Offutt
Williams, James Richard
Yon, George Arthur
Zannia, Mary Teresa
Zeitler, Margaret Jean
Zigarella. Lena Marie
HOME ECONOMICS
Seniors
Baggei'ly, Doris Elizabeth
Beale, Dorothy
Brickell, Elois
Brumbaugh, Marjorie
Budd, June Rose
Cadzow, Rachel
Caldwell, Sarah
Carpenter, Dorothy E.
Cavello, Victoria
Eitnier, Winifred K.
Ellenberger, Margaret C.
Emhoff, Edith Louise
Glasser, Frieda B.
Goebert, Elizabeth
Gourley, Alice Belle
Guy, Ruth Helen
Hindman, Ella Thresa
Holben, Sara
Holmes, Dorothy
Hovis, Dorothy
Hughes, Arlene
Hunter, Jeannette
Kinzer, Julia C.
Lang, Margaret Mary
Lewis, Ceridwen E.
Liddicoat, Jean E.
Manville, Betty
Mott, Sara Elizabeth
Naugle, Pauline
Redfoot, Malissa
Reynolds, Barbara
Reznor, Louise
Seitz, Ruth Gladys
Shaulis, Evelyn
Steininger, Alma Louise
Stillwagon, Helen Marion
.Storey, Margaret
Stotler, Marjorie
Taylor, Ruth Evelyn
Trosslley, Ruth Markley
Wean, Jean Coulter
Williams, Rosemary
Wilson, Ruby Gene
Yoas, Nola Mae
Indiana Catalogue Numbfk
1-15
Juniors
Allison, Rfbecca Wilson
Anderson, Ella Margaret
Archibald, Doris Ruth
Baird, Betty
Bamfoi'd, Eleanor E.
Beall, Elsie Louise
Bertrand, Marjorie Edith
Betz, Ada Marguerite
Billinj?slce, Naomi E.
Black, Ruth Carolyn
Bloomquist, Audrey Janet
Brown, Maiy Elizabeth
Bruwelheide, Dorothy V.
Buckley, Kathryn Jane
Cain, Leafy Jane
Cassel, Marjorie
Croyle, Mae Elizabeth
Davidson, Dorothy Jean
Davis, Ruth Antionette
ErmacoflF, Mary Grace
Eyer, Marie Adele
Fausold, Patricia Howell
Fennell, Clara May
Gay, Mary Elizabeth
Geinett, Dorothy Jean
Guy, Ruth Jane
Hanna, Nancy Louise
Hart, Mildred Ruth
Henderson, Catherine L.
Hershberger, Rebecca Fernn
Horner, Janet Nadine
Kelley, Annette Alice
Kolcun, Olpra Marie
Lewis, Elizabeth Marie
Lightcap, Helen Faye
Long, Sarah Eleanor
Lowe, Dorothy G.
McCaleb. Marie Maxine
McCrumb. Leila Adelaide
Mack, Joyce Dodd
Morris, Miriam Maxine
Mowry, Mary Roberta
Myers, Uretta Jane
Pollock, Virginia Vos
Powell, Margaret Naomi
Pugliese, Virginia V.
Re a, Alda Naomi
Reed. Florence Nannetta
Rooney, Loretta Elizabeth
Ross, Dorothy Eleanor
Sanford, Margaret Anne
Schwartz, Eva Jane
Shaffer, Eleanor Lillian
Shanabrook, Geraldine Ruth
Sherrick, Edna May
Shomo. Alma Loraine
Slack. Martha Belle
Smith, Jeanne Eleanor
Taylor, Mav Edwina
Vaughn, Florence E.
Wall, Virginia Nell
Walton, Ix)is Matilda
Warrick, Jeanne Wilson
Watson, Ethel Mae
Whitman, Doris E.
Wiley, A. Isabelle
Workinger, Arlene Anna
Yothers, Jean Fay
Zeller, Marguerite E.
Zurakovsky, Rose
Sophomores
Anthony, Eleanor Jean
Balog, John
Balogh, Vilma Elizabeth
Barnhart, Jeannette
Beard, Marie Louise
Beck, Betty Jean
Besser, Margaret
Black, Dorothy Jean
Bodendorfer, Frieda Ann
Bright, Billie Maxine
Brooks, Doris Eileen
Bullock, Carolyn Hodessa
Burget, Mildred
Campbell, Luella May
Cessna, June Emma
Charlton, Mary Louise
Clark, Augusta Jane
Cowan, Rosanna DeVol
Craighead, Helen M.
Davidson, Marion Evelyn
Diwens, Martha Grace
Dowd, Dorothy Jane
Everall. Florence Jane
Faulk, Dorothy Mae
Few, Marjorie E.
Fox. Margaret Lucille
Goddard, Bette Lou
Grazier, Margaret L.
Greenlee. Jane Rebecca
Hamilton, Ruth Alma
Hamilton, Helen Virginia
Hammond. Janet Blanche
Harkleroad, Zenas Vernell
Hartman. Judith Marie
Herman. Erma Salome
Hill. Elizabeth Gwendolyn
Johnston. Do'-oth"
Karle, Irene Myrtis
Knepper. Hilda Leona
Lewis. Jane Woods.
Lyon. Bette Jane
McCaffertv, Mary INIargaret
McCormick. Wilmine Ruth
McCullongh. N'^^'a Marie
McDowell. Bertha Ruth
McSparrin. Helen Josephine
Mackert. Mary Ellen
Marks, Virginia Lucille
1-46
Teachers College Bulletin
Marshall, Sara Jane
Marsteller, Mildred Jean
Michalco, Helen Marie
Miller, Fay Louise
Moss, Betty Jane
Mulhollen, Kathryn Louise
Nesbit, Norma Jean
Orr, Mila Ann
Rankin, Lois Jean
Rhine, Mary Catherine
Rucci, Livia L.
Shaffer, Helen Louise
Smith, Carolyn Ruth
.Smith, Thelma Ruth
Stokes, Fred
Stoneman, Sara Elizabeth
Swank, Ruth R.
Tonello, Elma Erminia
Trescher, Helen Margaret
Tyler, Emma Jean
Vail, Marion Louise
Waring, Janet
Ward, Martha E.
Watson, Margaret A.
Welker, Avanell
Wenerd, Ruth
Weston, Eleanor Mildred
Wetzel, Emma Lou
Whitesell, Eleanor M. M.
Whittaker, Alice Faye
Wilden, Doris
Woodle, Mary Gertrude
Woods, Rose Elizabeth
Freshmen
Adams, Phyllis Maxine
Alsnauer, Pearl Caroline
Bair, Chesta Mae
Barkley, Ethel Jane
Baughman, Virginia
Beck, Geraldine
Beck, Thelma Louise
Biddle, Betty Anne
Bifano, Mary Jane
Blue, Sara Marie
Botsford, Betty Louise
Bouch, Bernice Gertrude
Bowser, Nan Betty
Brickell, Mary Eleanor
Buckwalter, Jane A.
Busey, Jeannette Allen
Byers, Wilha Mae
Campbell, Audrey
Chapman, Ruby Mae
Christian, Rebekah
Cleaver, Marjorie Anna
Colbert, Elizabeth P.
Critchlow, Lois Jean
Crumrine, Mary Eloise
Cummins, Irene Elizabeth
Dahlin, Margaret Jean
Deemer, Eunice Minerva
Douglas, Dorothy Helen
Evans, Mary Jeanne
Ewing, Rosemary Ann
Fisher, Clara Jane
Fisher, Dorothy Grace
Foley, Evelyn Dorothy
Freas, Eleanor Jane
Glassner, Betty Jane
Goldstein, Darriel H.
Goldy, Ruth E.
Grove, Mary Beth
Gruber, Sara
Hall, Any Elizabeth
Halstead, Helen Louise
Harris, Betty Adele
Hartman, Dorothy Helene
Hetager, Marie Andriene
Hill, Genevieve Marion
Hill, Mary Virginia
Himebaugh, Mary Elizabeth
Hollenbach, Mary Edna R.
Holtz, .Barbara Louise
Houck, Helen Louise
Huffman, Betty Jean
Hunter, Jean B.
Hurst, Marie Jeanne
Jones, Ruth Marjorie
Kaurich, Margaret Jean
Kinter, Marion Harris
Kirch, Eleanor Ann
Kring, Betty Jane
Krouse, Mary Helen
Lalley, Jean
Lawson, Lucile DeGrief
Leidig, Betty Louise
Lewis, Lola Jean
Lindell, Phyllis E.
Lynn, Betty Zellner
McFadden, Jean
McHwain, Beth
Mclntyre, Dama Ruth
Margargol, Marjorie Ruth
Mead, Julia Elizabeth
Michaelanerelo. Virginia
Mistrick, Marie Anne
Mitchell, Mary Louise
Montgomery, Jean E.
Morgan, Ruth Minerva
Myers, Betty Ann
Myers, Kathryn Elizabeth
Ogline, Pauline Marie
Pierson, Esther Louise
Price, Harriet Jean
Rea, Ha Gail
Rhodes, Mavis June
Ross, Aneella Beatrice
Russell, Marian E.
Saloom, Effie G.
Sherwin, Betty Jane
Skog, Mildred
Indiana Cataloguf NuMiirn
147
Slick, Carolyn
Slone, Esther Olivia
Smith, Elizabeth Anne
Smith, Marjorie L.
Stanley, Peprjry Ann
Steetle, Lucille Anne
Stiver, Ruth Elizabeth
Stormer, Iiene Ellen
Swank, Kathryn Gae
Vip:liotti, Edith Joan
Volk, Jean Ann
Walker, MaiKaret
Wall, Ruth Ann
Warner, Lois Eileen
Waslosky, Mary Jane
Westrick, Marjorie Ruth
Wilber, Joan Marj?aret
Williams, Rebecca Louise
Zegarski, Regina Helen
MUSIC EDUCATION
Seniors
Bielski, Florence
Bruno, Samuel Antonio
Cable, Paul E.
Campbell, Jean Marie
Crooks, Anna May
Ebner, Clarence Ford
Flowers, Harry Richard
Gahagan, William Douglass
Gessler, Mildred Sarah
Jacques, Alfred E.
Kline, Duane Price
Long, John Clifford
Lytle, Roceil Marie
McAfoose, Evelyn Jean
McCandless, Ruth Amelia
McCunn, Caroline Mildred
McKrell, Paul LeRoy
Pollock, Raymond George
Rugh, Elizabeth Genevieve
Schrock, Marguerite Joan
Shank, Margaret Ann
Sheaffer, James Wiley
Shouse, Maxine
Silliman, Charlotte Mae
Stonev, Florence Bertha
Wareham, Elmer
Whitacre, Eleanor Mae
Yahres, Samuel Charles
Juniors
Ake, John Notely
Beatty, Martha Elizabeth
Berchin, Harry .
Carpenter, Lois Annette
Edsall, Eleanor Virginia
Feitshans. Edna Ruth
Fleming, Richard Eugene
Gamble. Edwin Walter, Jr.
Gehm. Paul Albert
Goldman, Julian Mintz
Hartman, Anna Esther
Hile, Ralnh Eugene
King. Mildred Vesper
Kuntz, Eleanor Gi'ace
Lamendola, James
Leslie, Mabel Jean
Maurer, Althea Genevieve
Miller, Nelson Arthur
Mitchell, Harry Elijah
Nicklas, Elmer John
Sharp, Frances Louella
Sliker, Robert Charles
Smith, Charlotte Kathryn
Smith, Dorothy Claire
Snodgrass, John Eugene
Stern, Cecile E.
Surra, Albert Clement
Williams, Bernice Alberta
Sophomores
Aiman, Allan Neile
Benack, Ben E.
Benson, John Paul
Berkley, Wilma Hay
Bernunzio, Samuel
Blose, Blanche Edna
Bongiovanni, Benjamin Bosco
Bowers, Gerald G.
Bi-ooke, Robert Earl
Bruno, Carolyn K.
Campagna, Samuel John
Campbell, Mary Belle
Coulter, Charles Allen
Fitzmaurice, Robert Edward
Doyle, Robert Eugene
Englehart. Rnth Josephine
Fee, Roena Evelyn
Hay, Elizabeth Magdalene
Ickes. Curtis Lynn
Tckes. John T loyd
Lamison. Robert Francis
Lauer, William Andrew
Miscoe. Jac\ Francis
O'Hara. Norman
Patt. Franci? Tames
Pierson. Phvllis Grace
Raup. Lee K.
Salay, John
Searle. Wilber S.
Williamson. Stewart Yount
Zachary. Bernard Stephen
148
Teachers College Bulletin
Freshmen
Avampato, James Harry
Brodsky, Helen Beatrice
Burns, Dora Willetta
Carson, Elizabeth Viola
Colkitt, Earl Lament
Conrad, Chester R.
Cooper, Bronwen Eleanor
Davis, Daniel Hall
Englehart, Eloise
Fetter, Warren Rudolph
Forney, Rosalie Ann
Hagerty, Ronald Charles
Hess, Sue Anne
Johnson, Florence Elizabeth
Korfonto, Josephine B.
Kirkhuff, Dorothea Jeanne
LaMantia, Cosima Patricia
Lambert, Milton Louis
Landis, Ruth Elizabeth
Lentine, Joseph Paul
Litzinger, Doris Marie
Litzinger, Morgan John
Lozos, Evan
Lydick, Percy Miller
Minns, Marilyn Mae
Neal, Aleene Olivette
Nicomede, George Nicolas
Rial, Patricia DeVore
Rising, Verna Gwendolyn
Rogers, June Arthea
Siebert, William Wilson
Streams, Margaret Isabel
Suder, Robeit Henry
Tarbell, LeRoy McFarland
Thiele, Amelia Jane
Victor, Margaret Mary
Waldenville, Edna Kathryn
Whitacre, Emogene
Widdowson, Margai'et Jean
Wulff, Gertrude Helene
SUMMER SESSION 1940
Abell, Marion Allison
Ackerman, Georgia Marie
Ackerman, Helen Irene
Acree, Lillie
Adams, Rosella Lillian
Allshouse, Lloyd Miller
Almes, Violet Leona
Altimus, Vesta Kathryn
Altpeter, Dorothy Pauline
Ament, Charlotte Irene
Anderson, Hildur May
Anderson, Mary Louise
Andreass, Emma Jean Genevieve
Archibald, Doris Ruth
Askins, Martha Erma
Atkinson, Clifford Wade
Bagley, Raymond Lloyd
Baird, Agnes Campbell
Baird, Betty Margaret
Balfour, Dorothy Mildred
Barber, Louise
Barilar, Kathryn Thresa
Barnard, Hazel Isabelle
Barnett, Margaret M.
Barnhart, Eleanor Virginia
Barrett, Marion Isobel
Bartell, Corinrie Pent ■
Basil, Frank James
Bauer, Viola Martha
Baughman. Jessie Virginia
Baumbaugh. Herle Ray
Bee, Dorothy Helen
Beechey, Sara Mildred
Beehner, Dorothv Elinor
Beichner, Francis Austin
Beilchick, Christine Ethel
Bellotti, Albina Nancy
Berg, Frances Elizabeth
Bernabei, Leo
Berti, David James
Bianco, Thomas
Billingslee, Naomi Elizabeth
Binkey, Grace Elizabeth
Blain, Carol Ann
Blair, Sara Catherine
Blimmel, Margaret Rose
Bloom, Dorothv Elverda
Blose, Sarah Marie
Boden, Todd R.
Bodendorfer, Frieda Anna
Bond, Margaret Louise
Bond, Ronald Meade
Borg, Adelaide Yacovani (Mrs.)
Boron, Bernadine Joan
Bowman, Josephine Gertrude
Boyer, Jeanette Hoover
Boyle, Marie Elizabeth
Brantlinger, Margaret Alice
Brassfield, Eileen May
Breth, Sylvia Marie
Brickell, Kathryn Elois
Brown, Bertha Ellen
Brown, Clarence Copeland
Brown, Delia Miller
Brown, Geneva Azuba
Brown, Geraldine
Brown, Grace Margaret
Brown, Helen Wilson
Brown, Mae Carolyn
Brown, Marian Wilson
Indiana Catalogue Number
149
Brubaker, Virginia Imogene
Bi'uwc'lheide, Dorothy Viip^inia
Buchhc'it, Loah Angelina
Budd, June Rose
Buechley, Clarice Leora
Buhite, Mary Irene
Bullock, Carolyn Hadessa
Burkett, Esther Helen
Butterworth, Pearl Gladys
Byers, Martha Margaret
Byrnes, Viola Lann (Mrs.)
Cahill, Veronica Maybelle
Calhoun, Glenna Mae
Campbell, Claire Alexena
Campbell, Frank Hamilton
Cappalonga. Thomas
Carpenter, Dorothy Eliza
Carrick, Margaret Genevieve
Cavallo, Victoria Georgina
Cawley, Laura Belle
Chilcote, Madeline Naomi
Christy, Jane Margaret
Cicero, Mario
Cindric, Blase Jacob
Cisarik, Elizabeth Anna Mae
Cline, Bess Margaret
Cline, Marjorie Helen
Cochran, Josephine Black
Cochran, Ruth Jean
Cochrane, Robert Duncan
Colbert, Linna Nason
Conrad, Austin Blaix'
Conrad, Martha Elizabeth
Cook, Evelvn Elsie
Cook, Ruth Elizabeth
Cornish, Louella Jane
Cowher, Harriet Mae
Cox, George William
Craig, Bernice Esther
Craig, Robei't Patterson
Cramer, Gwendolyn June
Cribbs, Margery Luella
Cromwell, Remona Maxine
Crooks, Olive Mae
Cummings, Nancy Jane
Curry, James McCracken
Darr, Mary Elizabeth
Daugherty, Ellen Agnes
Daugherty, Helen Elizabeth
Davies, Jane
Davis, Robert Womer
Dawson. Edith Sarah
Dean, John W.
Deemer, John Paige
De Matt. Eugene Robert
Denison. Ruby Jean
DePriest. Pearl Katherine
Devinny. Mildred Irene
Diamond. Josephine Cecelia
Dick. Anna Ruth
Dickey, Imogene Jordon (Mrs.)
Dinco, Hugh Dominic
Dowd, Dorothy Jane
Dranchek, Sophia Janine
Drummond, II. Lucille
Duff, Norman E.
Dundore, Ada Lucile
Eicher, Erda Maire
Elbel, Sara Grace
Elder, Elizabeth
Elwood, Emilie M.
Eureka, Alice Dorothy
Evans, Olivia E.
Paris, Pauline Madeline
Fausold, Patricia Howell
Fawcett, Virginia Lyda
Fear, George William
Fennell, Lois Virginia
Ferguson, Verna Marie
Ferrari, Ida Theresa
Ferrari, Spera Rose
Fetterman, Gerald Richard
Fetterman, William Franklin
Fike, Viola Grace
Finn, Mildred Emma
Fiola, Wayne I^o
Fiorina, Thelma Alveria
Flanagan, Ernestine Delores
Flecker, Anna Marguerite
Fleming, Richard Eugene
Flickinger, Mary Jean
Flori. Francis Dee
Folcik, Edna T.
Fox, Martha Cecelia
Fox, Paul Wilbert
Fox, Ruth Emma
Frances. Marian Irene
Frederick, Mary
Freehling, Martha Mae
Freeman, Ralph
Friedline, Bessie Ruth
Fulgenzi, Hoi-tense
Fulgenzi, Lada
Gailey. Ethel Goldie
Galley. Grace R.
Gandolph. Enis Alice
Gass, Romane Adda
Gass, Ruth Margaret
Gay, Mary Elizabeth
George. Florence LaRue
Gessler. Mildred Sarah
Gibson. Helen Elizabeth
Gill. Phyllis Giles
Gilmore, C. Edwin
Given, Edwin Morris
Glebovich. Paul Joseph
Goebert. Elizabeth Jane
Gongaware. Wayne Gale
Gourley. Alice Belle
Gourley. Florence Esther
Greene, Esther Elizabeth
Greene. Kenneth Samuel
Gregg, Ruth
Gregory, Mary Jane
150
Teachers College Bulletin
Griffith, Harold Craig
Groleau, Joanne Louise
Grove, Eleanor Matilda
Gunn. Anna Nolder
Guy, Ruth Helen
Halferty, Wayne Donald
Haniill, Alma Jane
Hamilton, Dorothy Elizabeth
Hamilton, Mary Catherine
Hammer, Donald Nickalous
Hamrlik, Angela Estella
Hannakan, Vivian Mae
Hanson, Verner William
Hare, Florence Louise
Hawk, Roxie Wetzel
Hawksworth, Betty Jane
Heacox, Andrea Jeanne
Heckman, Agnes Gertrude
Hedberg, Eleanor Marie
Heilman, Esther Elizabeth
Hellyer, Mary Elizabeth
Helm, Isabel Christena
Hess, Florence Gahagan
Highberger, Margaret Mary (Mrs.)
H'le, Ralfh Shrmmo
Hill. Virginia Shammo
Hilling, Eleanor Louise
Hindman, Ella Thresa
Hineman, Roma Pearl
Hines, Aline Mary
Hockensmith, Doris .Jean
Hodgson, Thelma Lehmier
Holmberg, Rose Marie
Holmes, Dorothy Ellen
Hood, Bessie Irene
Hooks, Warren Eugene
Hoover, Mary Lavenia
Horner, .Sarah Anna
Hornick, John Lewis
Hovan, Joanne Theresa
Howe, Bertha Josephine
Howe, Lillian Ida
Hudson, Henry Arthur
Hughes, Eleanor Marie
Hughes, Laura Mildred
Hughes, Margaret Genevieve
Hughes, Mary Margai'et
Hunter, Eleanore Anne
Hunter, Jessie Jeane
Huston, Stella Laverne
Hvsong, Marjorie Mae
Hvsonjr, Phyllis E. Gerber (Mrs.)
Ickes, Sara Grace
Inskeep, Margaret Jefferis
Irwin, Annie Mae
Jeffrey, Agnes Marion
Jeffrey, Margaret Grace
Johnson, Helen Eileen
Johnson, Kathrvn H^fman (Mrs.)
Johnson, Lucille
Johnson, Ruth Mirie
Johnston, Grace Myrtilla
Johnston, Harold Isaac
Johnston, Irma Lenora
Johnston, John Eldin
Joiner, Harold Dale
Jones, Mary Elizabeth
Kalmanek, Charles Robert
Kantner, Emily Louise
Karalfa, Rose
Kaspeiik, Sophia Ruth
Keidel, Hilda Marie
Kelly, John Gerard
Kenner, Anne Katherine
Kensinger, Martha Jean
Kephart, Joseph
Kepple, Florence Isabel
Kerr, Edna Claire
Kerr, Kenneth William
Kiebler, Alice Maude
Kier, William Ralph
King, Mildred Vesper
Kirkham, Eleanor Elizabeth
Kline, Duane Price
Klink, Olive Ada
Knupp, Mary Stephens
Koozer, Wendell Smith
Korb, Helen Ruth
Kramer, Alice M.
Kramer, Ann M.
Kramer, Mary Geneva
Kunkle, Doris Fickes
Kuntz, Eleanor Grace
Laing, Alice Belle
Landis, Anna Lucille
Lane, Maud Genevieve
Lang, Margaret Mary
Leacock, Kathleen Eleanor
Leard, James Carl
Lee, William Marshall
Lehman, Mary Elizabeth
Leith, Virginia
Leonard, Sarah
Letzler, Doris LeNelle
Lewis, Esther Marie
Lewis, Nella Eileen
Leydic, Bettv Jane
Leyshon, Lillian A.
Liboski, Mary Anna
Liebl, Meredith Elsworth
Lightcap, Norma Ruth
Lingenfelter, Patricia Lois
Lloyd, Norman
Lockard, Margretta Emma
Lockard, Raymond Floyd
Lockard. Vincent Melville
Long, Alice Belle
Long, Sarah Eleanor
Lookabaugh, Helen Lucille
Losasso, Viola Olga
Losurdo, Veronica Vera
Lott, Bulah Esther
\
Indiana Catalogue Number
151
Lowman, Dclori's TioxcU
Lowman, Fern Rchocca
Ludwick, Anna Blanche
Lyons, Byron Philip
Lytle, Roceil Marie
McAfoose, Evelyn Jean
McAlcvy, Marjorie
McAnulty, Rhea Katheryn
McBroom, Dorothy Rose
McCandless, Ruth Amelia
McCann, Frances Patricia
McCann, Margaret Ruth
McCann, Mary Cecelia
McCardle, Gertrude
McCauley, Mary Elizabeth
McCluen, Catherine Melissa
McClure, Harriet Cornelia
McCormick, James Ward
McCoy, Kathleen Esther
McCreary, Mary Alice
McCullough, Helen LaRue
McCunn, Caroline Mildred
McDonough. Mary Elizabeth
McDowell, Mary Elizabeth
McGaughey, Gladys Mae
McGaughey, Helen Spires
McGee, Maxine Jane
McHugh, Martha Jane
Mcllnay, Charles Vaughn
McKee, Nelle Belle
McLaughlin, Lavern Gillis
McLaughlin, Romayne Evelyn
McMillen, Alice B.
McMillen, Jean Larue
McNary, Virginia Lucille
McNeei, Mildred Dorothy
McNitt, Lois Margaret
McPhilimy, Helen Virginia
McSparrin, Helen Josephine
McVitty. Clara E. Crawford (Mrs.)
Mabon, James E.
MacKoviak, Helen Belle
MacKovak, Leona L.
MacPherson, Beth Margaret
Mafrica, Domenica Anna
Magill. Elizabeth Alma
Mahan, Webster Byran
Makara, Dorothy
Malcolm, Mary Katherine
Malone, Margaret Olive
Mamula, Mildred
Mareck. Alberta R.
Marshall, Bettv Jenkins
Marshall. Hilda Elizabeth
Martin, Doris Virginia
Martin. Pauline
Mauk. Virginia
Mellovick, Helen Mae
Meneely. Doi-othy May
Merkle, Lavraine H-^rriet
Mershon, Virginia Esta
Mickle, Cornelia
Middley, Joseph
Miller, Betty Catherine Pearl
Miller, Caioline Olivia
Miller, Elizabeth O.
Miller, Harry Dwight
Miller, John Austin
Miller, Kathryn Brant
Miller, Lisle Fleming
Miller, Martha Jane (Mrs.)
Miller, Mildied Beatrice
Miller, Omah Jane
Miller, Percy C
Miller, Theda Ellen
Milligan, Olive Pearl
Misenko, Anne Cecile
Mishler, Alma Leora
Momberger, Gladys Marie
Monath, Geraldine Rose
Moorhead, Alice
Morris, Roberta Elizabeth
Moss, Betty Jane
Motily, Margaret
Mott, ,Sara Elizabeth
Mountsier, Frances Jane
Muir, William John
Mulholland, Jeanette James
Munro, Beth Robei'tson
Murphy, Dorothy Eleanor
Myers, Geneva Irene
Naugle, Pauline Mae
Neal. Edna Monia
Nicely, Bernard Lawrence
Nicely, Robert Francis
Nicksick, Amelia Smilia
Notareschi, Mary Joan
Nudge, Emma Suzanne
Oaks, Dorothy Ida
Ober, Blanche
O'Connor, Mary Jo
Offutt, Jean Anna
Olson, Thomas Paul
Orr, Mildred Jessie
Ortner, Mildred Martha
O'Toole, James Lawrence
Overman, Nellie Irene
Overman, Violet Marie
Palmer, Phyllis Lucille
Palmerino, Lucy Marie
Parry, Betty Louise
Paston, Marv Arline
Patterson, Marie Wilson
Peach. Phyllis Kathryn
Perry, Pauline Emma
Petrikin. Merna Frances
Phillips. Vesta May
Pierce. William Taylor
Pifer. Carrie Lavina
Pifer, Donald Keller
Pisa. Mae Jean
Pollock. George Raymond
15:
Teachers College Bulletin
Pomeioy, Alma Ruth
Poole, Esther Elizabeth
Porter, Minola Belle
Price, Lillian Hazlett (Mrs.)
Pringle, Alverine
Prothero, Alice Glennavee
Purdy, Alice Jane
Quinette, Florence Virginia
Rairigh, Kathryn Joyce
Ralston, Samuel Lemmon
Ramsey, Floy Jeannette
Rankin, Mary Elizabeth
Ravis, Margaret Marie
Ray, Dorothy Irene
Reamer, Charles Allen
Redfoot, Helen Malissa
Reiter, Mary
Reitz, Dorothy Louise
Reynolds, Catherine Jones
Rhoades, Anita Jayne
Rich, Dominic Daniel
Richards, Thelma Elizabeth
Riddle, Mary Phyllis
Rieg, Clara Elizabeth
Ripple, Lucille Anna
Rishell, Gwladys Williams (Mrs.)
Rising, Helen Elizabeth
Risinger, E. Elizabeth
Ritter, John Dunham
Roberts, Betty Gertrude
Rolla, Louise
Romig, Winston E.
Roney, Elizabeth N.
Rorabaugh, Catherine Ellen
Rorabaugh, Lucinda Martha
Ross, Eunice Marian
Ross, Jeanne Cochran
Rowley, Betty Jane
Rubbo, Mario
Rumbaugh, Lillian Mae
Salada, Joan C.
Salada, Sara Belle
Santarelli, Tobias Franklin
Sarver, Anna Ruth
Sarver, Sara Ann
Schallis, Margaret Gwendolyn
Scholink, Alberta Ruth
Schwartz, Eva Jane
Schwartz, Louise Minerva
Schwartz, Vivian Frances
Seanor, Mary Edna
Sease, Glenn Ashley
Seitz, Ruth Gladys
Serrao, Matilda
ShaflFer, Adam Paul
Shaffer, Audrey Clara
Shaffer, Ella Elizabeth
Shaffer, Kenneth Eugene
Shankle. Charlotte Avonel
Sharp, Bernice Alene
Sheeder, Elwood Batley
Sheely, Helen McCall
Shellhammer, Hazel Fay
Sherbondy, Laura Belle
Sherwood, Irene Clare
Shidemantle, Jane Elizabeth
Shields, Jean Isabel
Shirey, Cressie Lenora
Short, Imogene
Shuster, Beulah Montrose
Silliman, Charlotte Mae
Simpson, Margaret Kathleen
Sinclair, James Richard
Slack, Martha Belle
Sledge, Catherine M.
,Smider, Edna Annette
Smith, Betty Jane
Smith, Blanch Elizabeth
Smith, Charlotte Katherine
Smith, Evelyn Marie
Smith, Gladys Elizabeth
Smith, Gwendolyn
Smith, Joan Rebecca
Smith, Katherine M.
Smith, Louise Caroline
Smith, Mary Lucille /^
Smith, Mayme Ethel
Smith, Muriel Gomer
Smith, Thelma Ruth
Snodgrass, John Eugene
Somerville, Florence Leona
Southard, Lorraine Keck
Sowers, Dorothy La Rea
Speedy, Susan Loree
Speicher, Joyce Miriam
Spence, Leonard James
St. Clair, Cleon Wendell
St. Clair, Emma Elizabeth
Stadtmiller, James Philip
Starry, Roxanna May
Startzell, Mary Anna
Startzell, Sara Elizabeth
Steffenino, Anna Celestine
Steffy, Robert Earl
Stephens, Sara Elizabeth
Sterrett, Roberta
Stevens, Jeanne Yearick
Stewart, Marguerite Bates (Mrs.)
Stidham, Charlotte Marie
Stockberger, Alice Arlene
Stoneman, Sarah Elizabeth
Stover, Anna Moi-rison
Straitiff, Syndona Lazetta
Streams, Mary Janet
Streams. Tait Thompson
Stufft, Blanche Elizabeth
Stull, Erma Marcom
Stumbaugh, Katharine Kurtz
(Mrs.)
Sulkoski, Cecelia Alice
Sutton, Elizabeth Mitchel
Switzer, Frances Elizabeth
Indiana Catalogue Number
153
Taylor, Phyllis Mildred
Taylor, Ruth Evelyn
Torchila, Helen Jean
Thomas, Clyde Paul
Thomas, Thelnia Emma
Thompson, Mariam Ruth
Thompson, Marian McMurray
Thompson, Virginia Lucille
Tompkins, Mary Elizabeth
Tosh, Glenn Walter
Townsend, Mary Louise (Mrs.)
Trainer, Clark 'Winfield
Trimble, Janet Marie
Trostic, Ruth Markley
Trunkat, Frances Maiy
Tuhovak, Martha Michaele
Tyger, Charles Hanna
Uhas, Helen
Uhron, Paul Carroll
Ullery, Ruth Jeannette
Varner, Eleanor Earlmond
Vinton, Dorothy Elizabeth
Vinton, John Preston
Wadsworth. Nora Grace
Walls, Marion Helen
Walsh, Armstrong Paul
Walton, Marjorie Swires
Wassum, Sara Mae
Watson, Ada Isabelle
Waugman, Blanche Marie
Weaver, Mabel Viola
Weiss, Kathleen Jane
Wetzel, Emma Louise
Wetzel, Olive Elizabeth
Whited, Eleanor Mae
Whitney, Katherine Jean
Whitesell, Gladys Virginia
Widdowson, Barbara Lucille
Wille, Ruth Elizabeth
Williams, Harry Edgar
Williams, Margaret Jane
Wilson, Ruby Gene
Wine, William Bernard
Wineman, Walter Ray
Wingard, Ruth Arlene
Winger,. Mary Clair
Winger, Robert Joseph
Wirick, Juanita Hope
Wise, Barbara Virginia
Wise, Mary Eleanor
Wissinger, Darle Eileen
Wissinger, Helen
Wolfe, Alice Irene
Wolfe, Ardena Lillian
Yadvis, Mary Ann
Yahres, Samuel Charles
Yerina, Henry
Ycthcrs, Jean Fay
Younkin, Margaret Elizabeth
Yurcic, Nicholas Andrew
Zacur, Howard Aaron
Zacur, Julia Mary
Zellefrow, Martha Kathleen
Zellman, Dorothy Carolyn
Zimmerman, Helen Maxine
Zoldak, Anna Adelaide
Zurakovsky, Rose
Zuzik, Mary Louise
POST SESSION 1940
Altpeter, Dorothy Pauline
Anderson, Hildur May
Anderson, Mary Louise
Andreass, Emma Jean
Atkinson, Clifford Wade
Barber, Louise
Barnard, Isabelle
Barnett, Margaret McKinley
Barrett, Marian Isabel
Bartell, Corinne Pent
Basil, Frank James
Beilchick. Christine Ethel
Bellotti, Albina Nancy
Berkey, Donald William
Berti, David James
Binkey, Grace Elizabeth
Blose, Sarah Marie
Borland, Stanley Clair
Boron, Bernadine Joan
Bowman, Josephine Gertrude
Boyle, Marie Elizabeth
Brickell, Kathryn Elois
Brown, Bertha Ellen
Brown, Grace Margaret
Brown, Mae Caroline
Buchanan, William George
Budd, June Rose
Campbell, Frank Hamilton
Cassett, Donald Lee
Christy, Margaret
Colgan, Jessie J.
Cook, Evelyn Elsie
Cummings, Nancy Jane
Curran, Sara Cecelia
Darr. Mary Elizabeth
Daugherty, Ellen Agnes
Davis, John Hugh
Dawson, Edith Sara
DeMatt. Gene Robert
Dimitt, Anna Louise
Drummond. Lucille H.
Duff, Norman E.
Dzvonik, Michael
Elbel, S. Grace
154
Teachers College Bulletin
Elko, George H.
Farabaugh, Alma Kathleen
Fawcett, Virginia
Fiola, Wayne Leo
Fiorina, Thelma Alveria
Fisher, Raymond Earl
Flickinger, Mary Jean
Frear, Lois Elizabeth
Friedline, Bessie Ruth
Galley, Grace Robinson
Gay, Mary Elizabeth
Gilmore, Charles Edwin
Glasser, Frieda Blanche
Glebovich, Paul Joseph
Glessner, Ethel Marie
Glessner, Ruth La Verne
Goebert, Elizabeth Jane
Gongaware, Wayne Gale
Grabosky, Anna Mary
Graffius, Ora B.
Gregg, Ruth Margaret
Groleau, Jeanne Louise
Guy, Ruth Helen
Hamill, Alma Jane
Hammer, Donald Nickalous
Harriger, Mary Louise
Hawk, Roxie Wetzel
Hellyer, Mary Elizabeth
Heilwig, Gaye Griffith (Mrs.)
Heilwig, Wilfred Enterline
Hodgson, Thelma Lehmier
Hoover, Mary Lavenia
Hough, Lewis Edward
Hunter, Eleanor Anne
Jeffrey, Agnes M.
Jeffrey, Margaret Grace
Johnston, Grace M.
Johnston, Irma Lenora
Johnston, John Eldin
Kiebler. Alice M.
King, William Christian
Kinp, Lee D.
Kline, Duane P.
Koozer, Wendell
Kramer, Alice Malinda
Kramer, Ann M.
Kunkle, Doris Fickes
Laing, Alice Belle
Lamphere, Harriett Auttie
Leard, James Carl
Lockard. Vincent Melville
Long. Alice Belle
Lonsr. Nora Belle
Lookabaueh, Helen Lucille
Losurdo, Veronica Vera
Lowman. Delores Troxell
Lydic, Alma Louise
Lvons. Bvron Pbilip
McAneny. Rose Rit^ Theresa
McCann, Mary Cecelia
McCluen, Catherine Melissa
McCoy, Kathleen Esther
McLaughlin, LaVern Gillis
McPhilimy, Helen Virginia
McVitty, Clara E. (Mrs.)
Mabon, James Edgar
MacPherson, Beth Margaret
Mafrica, Domenica Anna
Makara, Dorothy
Mareck, Alberta Rosetta
Marshall, Betty J.
Marshall, Hilda Elizabeth
May, Erma Grace T.
Miller, Elizabeth Owen
Miller, Katherine Brant
Miller, Percy C.
Monath, Geraldine Rose
Muir, William John -
Murphy, Dorothy Eleanor
Nicely, Bernard Lawrence
Oldfield, Mary Josephine
Olsen, Paul Thomas
Orr, Mildred Jessid
Paston, Mary Arlene
Peach, Phyllis Kathryn
Phillips, Vesta May
Poole, Esther Elizabeth
Porch, Katherine Blanche
Quinette, Florence Virginia
Ralston, Samuel Lemmon
Ravis, Margaret Marie
Reamer, Charles Allen
Remaley, Rowena Walter (Mrs.)
Riddle, 'Mary Phyllis
Ritter, Robert Winston
Robertson, Hugh Frank
Rolla, Elsie Louise
Rowley, Mary Elizabeth
Rumbaugh, Carolyn Louise
Salada, Joan Catherine
Salada, Sara Belle
Sanders, Carrie G.
Sarver, Anna Ruth
Savukas, Helen D. Lancy (Mrs.)
Seitz, Ruth Gladys
Serrao, Matilda
Shaffer, Adam Paul
Shaffer, Betty LaRue
Shaffer, James Clarence
Shaffer, Kenneth
Sheeder, Elwood Batley
SViellhammer, Hazel Fay
Simpson, Margaret Kathleen
Smith, Gwendolyn
Smith, Louise Caroline
Smith, Muriel Gomer
Spence, Leonard James
Starry, Roxanna May
Stoneman, Sarah Elizabeth
Tavlor. Phvllis Mildred
Tosh, Glenn Walter
Indiana Catalogue Number i55
Wassum, Sara Mae Wright, Lenore Grace
Wert, Ruth Elizabeth McKelvey Yadvis, Mary Ann
(Mrs.) Yahres, Samuel Charles
Whittaker, Russell Ernest Younkin, Marpraret Elizabeth
Wissinpfer, Helen Zorena, Orest Anthony
Wolfe, Ardena Lillian Zurakovsky, Rose
156
Teachers College Bulletin
INDEX
A
Administrative Organization .... 5
Admission, Requirements for .... 22
Advanced Standino- 24
Advisory System '^1
Alumni 34
Alumni Association 34
Art Department 88
B
Basgage 30
Bills, How to Pay 21
Board of Trustees 4
Boarding Students 31
Bookstore 38
Broadcasts 62, 125
Buildings 15
Bureau of Teacher Education
and Certification 4
Business Education Depart-
ment 9'^
C
Calendar 3
Campus ^5
Campus Classes 37
Certificate, Provisional College 28
Certificate, State Standard
Limited 27
Certification, Requirements for 27
Commencement Exercises 34
College Lodge 17
Co-operative Association 38
Correspondence Work 24
Courses — iSee Departments and
Divisions
D
Day Students 33
Departmental Groups, Student
Organizations 39
Deposits 20
Dormitory Life "1
E
Earning Expenses 33
Education, Courses in ol
Electrical Apparatus 31
Elementary Certification 27
Elementary Education, Divi-
sion of ^3
Eligibility for Student
Teaching 25
English, Courses in 57
Enrollment:
College, by Counties 1<^^
College, by Curricula 132
Laboratory School 133
Summary 134
Entering Students, Suggestions
for 29
Entrance Tests 29
Extension Classes 37
F
Faculty 7
Fees 18
Activity 19
Contingent 18
Damage 19
Degree 20
Delinquent 19
Housing 19
Infii'mary 20
Music Students 19
Transcript ...i 20
Tuition, Non-residents 19
Finance Committee 38
Fraternities:
Honorary 41
Educational 41
Foreign Languages, Courses in 65
French, Courses in 65
Freshman Dormitory 29
G
General Information 29
Geography, Courses in 67
Grade Reports 34
Grades and Quality Points 24
Graduation, Requirements for.... 25
Guests of Boarding Students .... 32
H
Handbook 30
Health and Physical Education,
Courses in 70
Health Requirements 23
History of the College 14
Home Economics Department ..109
I
Infirmary 15
Infirmary Fee 20
Intramural iSports 71
J
K
Latin, Courses in 66
Laundry 31
Leonard Literary Society 39
Library 16
Loan Fund 33
Location of the College 15
Indiana Catai-ogui- Numui-k
157
M
Mathematics, Couisos in 7:}
Music Education Department ....118
Music Organizations 124
N
N. Y. A 33
O
Org-anizations, Students 38
Departmental Groups 39
Fraternities 41
Religious 39
Sororities 42
Student Participation in
Government 38
P
Pay Bills, How to 21
Payment, Time of 21
Personal Interview 28
Physical Education Costume .... 30
Physical Education, Courses in 70
Placement Service 35
Psycho-Educational Clinic 56
Q
Quality Points 24
R
Radio, Classes in 62
Repayments 20
Registration 30
Religious Organizations 39
Requirements for:
Admission 22
Certification 27
•Graduation 25
/Scholarship 24
Room Assignments:
Entering Students 29
Former Students 31
Roster of Students, 1940-41 137
S
Scholastic Requirements 24
School Government, Student
Participation in 38
Science, Courses in 76
Secondary Certification 26
Secondary Education, Division
of ■. 47
Self Help 33
Spanish, Courses in 66
Speech, Courses in 63
Speech Correction, Courses in .. 64
Social Studies, Courses in 86
Sororities 42
State Council of Education 4
State Scholarships 34
State Standard Limited Cer-
tificate 27
Student Co-operative Associa-
tion 38
Student Council 38
Student Organizations 38
iStudcnt Supplies 29
Student Teaching, Eligibility
for 25
Suggestions for Entering Stu-
dents 29
Summer Sessions 36
T
Transcript Fee 20
Transfer of Credit 24
Trustees, Board of 4
Tuberculin Test 71
U
V
Vacation Charges 31
Visits Home 33
W
Work 33
X
Y
Y. M. C. A 39
Y. W. C. A 39
Z
Key
to Buildings
1. Laboratory School
21. Hood Cottage
2. Wilson Hall. College
Librarj
22. Jamison Cottage
3. Leonard Hall
^y^
23. Activities Cottage
4. Arts Building
24. Vinton Cottage
5. John Sutton Hall
25. Kunkle Cottage
6. Thomas Sutton Hall
26. Brant Cottage
7. Clark Hall
27. Whitmyre Cottage
8. Auditorium
28. Home Management House
9. Gymnasium
29. Home Management House
10. Power House
30. Hosac Cottage
11. Shop Building
31. Lewis Cottage
12. Greenhouse
32. Phi Alpha Zeta Fraternity
13 to 18. Boys' Cottages
33. Sigma Tau Gamma Fraternity
19. Garages
34. Phi Sigma Pi Fraternity
20. Cottage and Team House
35. Athletic Field
.%
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